What are our goals for 2024 as a Chapter?
What do you think about:
New/Informal Meet ups
- Caffeine Connections - Monthly Meet up Coffee shop (Sat, Jan 6, 2pm at The Alleyway) - every month a new cafe!
- Cocktail Connect - Monthly meet up at a bar/hof/pub (Sat, Jan 20, 7pm at Nirvana) - every month a new location!
Incorporating informal coffee chats/cocktail hours at local cafes/bars is a fun way to foster a relaxed and friendly atmosphere for professional development. Here are some ideas for monthly activities (or we can just chat!):
- Topic Cards
- Book Club Sessions
- Peer Sharing Sessions
- Mobile App Showcase
- Teaching Anecdotes
- Lesson Plan Swap
- Open Mic Sessions
- Reflective Practice
- Professional Development Resources Swap
- Networking Bingo
Winter Break
For years we've had the 2nd Saturday of the month as our meeting time. Should we have one or two workshops/presentations? Should we have regular workshops at all in January and February?
Sat, Jan 13 - workshop ideas??? Presenters you'd like to invite? Do you want to present?
Sat, Feb 10 is Seolnal. Should we skip or reschedule to Feb 3 or Feb 17? Presenters?????
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Jeong STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: jeong CATEGORY: Action Research CATEGORY: Presentations UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/12/jeong.html DATE: 12/05/2023 04:52:42 PM ----- BODY:This was presented for the JALT Global Englishes SIG online conference on Dec 9. 2023.
Title: Lessons for Understanding Across Difference: Korean Jeong to Build Global Relationship Practices
Abstract:
Abstract: This study delves into the significance of 정 Jeong, a Korean cultural concept encompassing empathy, love, and hospitality, in fostering global relationship practices. By nurturing inherent hospitable qualities, English language learners not only enhance their interactions with others but also cultivate a deeper self-relationship as they progress in their language learning journey. This research investigates how learners, through introspection on their connections with self and peers, can position themselves to extend hospitality toward imagined, distant individuals. This practitioner inquiry analyzes student work from discussion groups on global issues as well as reflections on these activities.
Employing a sociocultural framework, this study highlights the cosmopolitan nature of Korean cultural assets, as epitomized by the concept of Jeong. This multifaceted feeling functions as a catalyst that bridges emotional connections across diverse individuals and cultural barriers facilitating the construction of relationships across differences. This agency empowers individuals to engage in reciprocal and humane connections, allowing them to navigate the intricate landscape of global relationship development with authenticity and openness. This presentation is relevant to the conference themes on English language as learners’ sociocultural resources make the global language of English local to the learners’ language learning goals.
As Korean cosmopolitan imaginaries are deeply rooted in the tenets of Confucianism, fostering hospitable ideologies, these relationships, characterized by reciprocity and systemic obligation, also exhibit a humane aspect by embracing vulnerabilities and extending support.
List of Topics at https://shorturl.at/pMSU9
References
Butler, J. (2004). Precarious life: The powers of mourning and violence. verso.
Campano, G., Ghiso, M. P., & Welch, B. J. (2016). Partnering with immigrant communities: Literacy through action.
Chen, K.-H. (2010). Asia as Method. Duke University Press.
Delanty, G. (2006). The cosmopolitan imagination: critical cosmopolitanism and social theory. The British journal of sociology, 57(1), 25-47.
Delanty, G. (2009). The cosmopolitan imagination: The renewal of critical social theory. Cambridge University Press.
Derrida, J. (2003). On cosmopolitanism and forgiveness. Routledge.
Hansen, D. T. (2010). Chasing butterflies without a net: Interpreting cosmopolitanism. Studies in Philosophy and Education, 29(2): 151-166.
Hawkins, M. R. (2014). Ontologies of place, creative meaning making and critical cosmopolitan education. Curriculum Inquiry, 44(1), 90-112.
Hedges, H. (2015). Sophia's funds of knowledge: Theoretical and pedagogical insights, possibilities and dilemmas. International Journal of Early Years Education, 23(1), 83-96.
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and teacher education, 27(3), 666-677.
Hull, G. A., & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and “proper distance”: Striving to understand in a global world. Curriculum Inquiry, 44(1), 15-44.
Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.). (2020). Reframing sociocultural research on literacy: Identity, agency, and power. Routledge.
Lisak, M. (2023, November 11). Han as Unity and Sadness: Exploring Korean Cosmopolitanism in the Classroom [Conference presentation]. National KOTESOL Conference 2023, Yongin, South Korea. https://koreamaria.typepad.com/gwangju/2023/10/han.html
Lisak, M. (2023, October 28). 틈 Mind the Gap: (im)Proper Distance in the Korean Classroom [Conference presentation]. Gwangju-Jeonnam Chapter KOTESOL Conference 2023, Gwangju, South Korea. https://koreamaria.typepad.com/gwangju/2023/10/teum.html
Moll, L. C. (2019). Elaborating funds of knowledge: Community-oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130-138.
Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in urban education. The Urban Review, 38(1), 1-26.
Nygreen, K. (2013). These kids: Identity, agency, and social justice at a last chance high school. University of Chicago Press.
Reid, C., & Al Khalil, A. (2013). Refugee Cosmopolitans: Disrupting narratives of dependency. Social Alternatives, 32(3), 14.
Romero-Ivanova, C. L. (2018). A Narrative Inquiry for Understanding Women's Experiences with Being Silenced and Their Resistance/Talking Back and Resilience (Doctoral dissertation, Indiana University).
Sepúlveda III, E. (2011). Toward a pedagogy of Acompañamiento: Mexican migrant youth writing from the underside of modernity. Harvard Educational Review, 81(3), 550-573.
Shi, L., & Rolstad, K. (2023). “I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging Pre‐K Classroom in China. TESOL Quarterly, 57(4), 1490-1517.
Wunseh, Q. K., & Charamba, E. (2023). Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children. Journal of Languages and Language Teaching, 11(1), 114-122.
Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317-331.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Han STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: han CATEGORY: Presentations UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/10/han.html DATE: 10/27/2023 10:25:27 PM ----- BODY:
A pecha kucha for Yongin Chapter's National KOTESOL Conference on Nov 11.
Title:
Han as Unity and Sadness: Exploring Korean Cosmopolitanism in the Classroom
Abstract:
This abstract is an exploration of the Korean cultural concept of Han within the context of the English language classroom. The term "Han" holds multifaceted meanings in Korean, encompassing notions of both Unity and Sadness. This study specifically hones in on these two dimensions of Han and their integration into the pedagogical environment.
In this session, a teacher practitioner's perspective offers insights into the practical application of Korean cosmopolitan motifs within the classroom setting. By embracing the dual essence of Han—Unity and Sadness—teachers foster rapport among diverse students and alleviate anxieties associated with language learning.
Through a blend of cultural sensitivity and teaching methodology, the teacher practitioner shares their experiences of incorporating Han-inspired techniques to create an inclusive and supportive atmosphere. By tapping into the power of Unity, educators aim to cultivate a sense of belonging and community among students from various backgrounds. Simultaneously, the acknowledgment of Sadness within Han provides a platform to address the emotional challenges of language acquisition and cross-cultural adaptation.
This abstract sheds light on the innovative convergence of Korean cultural nuances with language education, emphasizing the teacher's role in not only imparting linguistic skills but also embracing students' diverse emotional landscapes. By weaving Han's Unity and Sadness into the fabric of the classroom, educators pave the way for a richer, more empathetic, and culturally responsive approach to English language instruction.
References
Delanty, G. (2006). The cosmopolitan imagination: critical cosmopolitanism and social theory. The British journal of sociology, 57(1), 25-47.
Delanty, G. (2009). The cosmopolitan imagination: The renewal of critical social theory. Cambridge University Press.Delanty, G. (Ed.). (2012). Routledge handbook of cosmopolitanism studies. Routledge.
Hansen, D. T. (2010). Chasing butterflies without a net: Interpreting cosmopolitanism. Studies in Philosophy and Education, 29(2): 151-166. DOI 10.1007/s11217-009-9166-y
Hedges, H. (2015). Sophia's funds of knowledge: Theoretical and pedagogical insights, possibilities and dilemmas. International Journal of Early Years Education, 23(1), 83-96.
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and teacher education, 27(3), 666-677.
Moll, L. C. (2019). Elaborating funds of knowledge: Community-oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130-138.
Reid, C., & Al Khalil, A. (2013). Refugee Cosmopolitans: Disrupting narratives of dependency. Social Alternatives, 32(3), 14.
Romero-Ivanova, C.L. (Sept, 2018). A Narrative Inquiry for Understanding Women's Experiences with Being Silenced and Their Resistance/Talking Back and Resilience. (Doctoral dissertation). Retrieved from ProQuest Dissertations Publishing, 10934937.
Shi, L., & Rolstad, K. (2022). “I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging Pre‐K Classroom in China. TESOL Quarterly.
Wunseh, Q. K., & Charamba, E. (2023). Language Brokering and Code Switching as Teaching and Learning Tools in Multilingual Settings: Reflections of Two Immigrant Children. Journal of Languages and Language Teaching, 11(1), 114-122.
Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317-331.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Teum STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: teum CATEGORY: Presentations UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/10/teum.html DATE: 10/27/2023 05:02:30 PM ----- BODY:
Gwangju-Jeonnam Chapter KOTESOL Conference
Title: 틈 Mind the Gap: (im)Proper Distance in the Korean Classroom
Abstract
This presentation looks at the spooky spaces in-between. In between digital skills differences, in-between English language proficiency differences. Between gender, place of residence, school affiliation, and even military service. The teacher practitioner has found these differences to be gaps or divides between their Korean university students. No learner is one size fits all and some of the differences between learners can be culturally nuanced and silently deadly to learner well-being and confidence. This presentation is a chance to discuss some of the difficulties teachers are having in their classrooms that are culturally, systemically, or structurally created. By looking at the Korean educational environment for its cosmopolitanism, specifically its proper distance negotiation or how to make meaningful exchanges between people with different perspectives, the participants work together and share their stories offering advice and support to each other. Using the Korean word Teum 틈, the teacher researcher looks at the (im)proper distance between their Korean learners and shares some classroom stories of how learners’ cosmopolitan imagination has actually helped to overcome the gap in-between. This presentation is part of a larger body of study on Korean cosmopolitan motifs and Korea-as-Method theorizing attempts. The presenter welcomes participants to share their experiences and thoughts.
References
Chang, Y. J. (2018). Certified but not qualified? EFL pre-service teachers in liminality. Journal of Language, Identity & Education, 17(1), 48-62.
Chouliaraki, L. (2011). ‘Improper distance’: Towards a critical account of solidarity as irony. International journal of cultural studies, 14(4), 363-381.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Hull, G. A., & Stornaiuolo, A. (2014). Cosmopolitan literacies, social networks, and “proper distance”: Striving to understand in a global world. Curriculum Inquiry, 44(1), 15-44.
Norton, B. (2014). Identity and poststructuralist theory in SLA. Multiple perspectives on the self in SLA, 1, 59-74.
Tomassen, B. (2014). Liminality and the modern: Living through the in-between. Surrey, UK: Ashgate.
Turner, V. W. (1967). The forest of symbols. New York, NY: Cornell University Press.
Yazan, B., Rudolph, N., & Selvi, A. F. (2019). Borderland negotiations of identity in language education: Introducing the special issue. International Multilingual Research Journal, 13(3), 133-136.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: SNU ICER 2023 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: snu-icer-2023 CATEGORY: Action Research CATEGORY: Conferences UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/10/snu-icer-2023.html DATE: 10/12/2023 05:53:58 AM ----- BODY:Translanguaging and Advocacy: Restoring Confidence in Face-to-face Classrooms
This presentation shares how a social justice educator encourages confidence by fostering resilience practices in the English language classroom. Translanguaging, anxiety check-ins, negotiated assignment and homework deliverables, and soft fascination activities are welcomed to encourage students to stay with discomfort and build risk tolerance for uncertainty. Resilience talk and counter-storytelling are transformative practices for learners to reflect on power differences and deficit narratives before choosing (or not) to act or perform assignments.
This practitioner inquiry asks how learners can tap into their discomfort as a resource challenging toxic positivity which normalizes systemic and structural imbalances while pathologizing individuals as broken or marginal. Learner reflections are interpreted with a critical sociocultural lens to analyze local literacies in circulation to express identity fluidity and maintain the locus of learner agency. This qualitative research study is an ongoing action research design that analyzes teacher-created lesson plans and multimodal student work.
This is the second part of a three-stage study.
This is a practitioner inquiry (Cochran Smith & Lytle, 2015) a type of qualitative research (Yin, 2015) that positions the teacher as the researcher as well.
Today’s presentation is the data collection of a larger three-part study on collaborative processes (Hmelo-Silver et al., 2008), English language teaching models (Putu, 2021), and trauma-sensitive practices (Venet, 2021) circulating within an activity system (Hmelo-Silver & Chernobilsky, 2012).
__________
Introduction: Practitioner Inquiry to Grounded Theory
Literature Review: KOTESOL IC 2023
Collaboration & New Environments
Background & Data: KOTESOL IC 2023 Proceedings
Collaborative Steps, Tools, & Modes
Data Collection: SNU ICER 2023
Trauma-Sensitive Practices: Translanguaging, Anxiety Check-ins, Negotiated Assignments, Soft Fascination
Data: JALT 2023
Language Learning Tools
Data Analysis: JALT 2023
Activity Systems (‘new’ learning environment)
English Language Learning Models
Anticipated Findings
learners incorporate equitable practices for learners with different emotional and motivational needs.
______________
This paper was to focus on the specific lessons to support trauma-informed practices in a ESP/CBL course. It is part of the data set for a larger ongoing study that integrates collaborative process, trauma-informed practices and English language learning models. Other parts of the study can be found:
Collaborative Process: KOTESOL IC 2023
English Language Teaching Models: JALT 2023
Eclectic Theory Building: TQR 2024
_____________
References
Azarnoosh, M., & Kargozari, H. R. (2018). Negotiated syllabus. In Issues in syllabus design (pp. 135-147). Brill.
Basu, A., Duvall, J., & Kaplan, R. (2019). Attention restoration theory: Exploring the role of soft fascination and mental bandwidth. Environment and Behavior, 51(9-10), 1055-1081.
Buzzanell, P. M. (2010). Resilience: Talking, resisting, and imagining new normalcies into being. Journal of Communication, 60(1), 1-14.
Canagarajah, S. (2012). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Chadwick, R. (2021). On the politics of discomfort. Feminist Theory, 22(4), 556-574.
Chandler, A. (2019). Shame as affective injustice: Qualitative, sociological explorations of self-harm, suicide and socioeconomic inequalities. In Suicide and Social Justice (pp. 32-49). Routledge.
Crumpler, T. P., Handsfield, L. J., & Dean, T. R. (2011). Constructing difference differently in language and literacy professional development. Research in the Teaching of English, 55-91.
Dutta, U., Azad, A. K., & Hussain, S. M. (2022). Counterstorytelling as epistemic justice: Decolonial community‐based praxis from the global south. American journal of community psychology, 69(1-2), 59-70.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Hawkins, M. R. (Ed.). (2011). Social justice language teacher education (Vol. 84). Multilingual Matters.
Hmelo-Silver, C. E., & Chernobilsky, E. (2012). Understanding Collaborative Activity Systems:: The Relation of Tools and Discourse in Mediating Learning. In Embracing Diversity in the Learning Sciences (pp. 254-261). Routledge.
Hmelo-Silver, C. E., Chernobilsky, E., & Jordan, R. (2008). Understanding collaborative learning processes in new learning environments. Instructional Science, 36(5), 409-430.
Holland, D. C. (2001). Identity and agency in cultural worlds. Harvard University Press.
Kaufman, S. B. (2021). The opposite of toxic positivity. The Atlantic, 18.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lewis, C. (2007). New literacies. A new literacies sampler, 229-237.
Lewis, C., Enciso, P. E., & Moje, E. B. (Eds.). (2020). Reframing sociocultural research on literacy: Identity, agency, and power. Routledge.
Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in urban education. The Urban Review, 38, 1-26.
Pease, B. (2021). Undoing privilege: Unearned advantage and systemic injustice in an unequal world. Bloomsbury Publishing.
Pennycook, A. (2004). Performativity and language studies. Critical inquiry in language studies: An international journal, 1(1), 1-19.
Putu, A. P. D. (2021). CASE BASED LEARNING IN LANGUAGE TEACHING. Journal on Studies in English Language Teaching (JOSELT), 2(2), 13-19.
Venet, A. S. (2021). Equity-centered trauma-informed education (Equity and Social Justice in Education). WW Norton & Company.
Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Sea of Love: A Jeju Island Romance STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: sea-of-love-a-jeju-island-romance CATEGORY: Fiction UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/09/sea-of-love-a-jeju-island-romance.html DATE: 09/15/2023 11:49:02 PM ----- BODY:I'm loving books like The Davenports by Krystal Marquis. It makes me wonder if there are some love stories about some of Korea's past families and people like the women divers of Jeju. . .
Sea of Love: A Jeju Island Romance
Once upon a time, on the picturesque island of Jeju, there lived a haenyeo named Soo-yeon. She was a strong and independent woman, much like the generations of haenyeo who had come before her. From a young age, Soo-yeon had been trained in the ways of the sea, diving deep to harvest abalone, seaweed, and other precious treasures from the ocean. Her life was a testament to the resilience and tenacity of the haenyeo, a tradition that had thrived on Jeju for centuries.
Soo-yeon's story begins during the late Joseon Dynasty, a time when Korea was experiencing political turmoil and foreign invasions. Jeju Island, nestled in the southern part of the Korean Peninsula, was relatively isolated from many of these conflicts, allowing the haenyeo to continue their way of life in relative peace.
One summer morning, as the sun cast a golden hue over the pristine waters of Jeju, Soo-yeon ventured into the sea with her fellow haenyeo. There were also some fishing boats and other crafts lolling about the sea. On one of the vessels was a young sailor named Min-jun, from a neighboring village. Min-jun came from a long line of sailors and was aboard his father's fishing boat that day.
As fate would have it, Min-jun was particularly clumsy that morning, and while assisting his father, he slipped and tumbled into the water with a splash. Startled and disoriented, he struggled to stay afloat. Soo-yeon, diving nearby, saw the commotion and swam to his aid. With remarkable skill, she helped Min-jun back onto his father's boat.
Their eyes met for the first time, and Min-jun was struck by the grace and strength with which Soo-yeon moved through the water. He couldn't help but be captivated by her.
Over the years, Min-jun and Soo-yeon's paths continued to intersect as they pursued their respective livelihoods. They would share stories of their adventures at sea, discuss the ever-changing tides, and marvel at the breathtaking beauty of Jeju Island. Their friendship deepened, and it wasn't long before their hearts began to sail in the same direction.
Their love blossomed against the backdrop of Korea's turbulent history. They married at a young age in a traditional Jeju ceremony, pledging their love amidst the rugged cliffs and pristine beaches of the island.
As the years went by, Soo-yeon and Min-jun's love story deepened, and they faced both joys and challenges together. They had a son named Jun-il, who was the embodiment of their love for each other and the sea. Jun-il, from a young age, was drawn to the ocean, just like his parents.
One summer, when Jun-il was about ten years old, tragedy struck the family. While Soo-yeon and Min-jun were out at sea, a sudden storm swept over Jeju's coastline. The sky turned dark, and the waves grew fierce. Their boat was tossed about, and for hours, they struggled to make their way back to shore.
The village waited anxiously for their return, fearing the worst. Finally, after what felt like an eternity, Soo-yeon and Min-jun's boat emerged from the tumultuous waters. Their faces were marked with exhaustion and relief, but there was one person missing—Jun-il.
In the chaos of the storm, Jun-il had been washed overboard. Soo-yeon and Min-jun had searched desperately for him but had been unable to find any trace of their beloved son. The loss was a heartbreaking blow, and it tested their love in ways they could have never imagined.
Their grief was profound, and for a time, it threatened to pull them apart. But instead, it drew them closer. They clung to each other for support, finding solace in their shared sorrow. They realized that their love for Jun-il had created a bond that could withstand even the harshest of trials.
In memory of Jun-il, they planted a small garden by the sea, where they would often sit together, watching the waves and feeling his presence in the gentle breeze. The garden became a symbol of their enduring love and the precious memories they had shared as a family.
As the years passed, Soo-yeon and Min-jun decided to have another child to carry on the family name. They welcomed a son whom they named Jun-i, a name that held the hope of new beginnings and a continuation of their family legacy.
Jun-i grew up hearing stories of his brave brother Jun-il, and he felt a deep connection to the sea, just like his parents and his brother. He became a source of joy and renewal for Soo-yeon and Min-jun, a reminder that love could persevere even in the face of the greatest tragedies.
Their love story, marked by loss and resilience, remained a cherished legend on Jeju Island, reminding all who heard it of the enduring power of love in the face of adversity.
Min-jun and Soo-yeon grew old together, their love a testament to the enduring strength of the haenyeo culture and the resilience of the Korean people. Their story, a tale of love born from the sea and forged through history's trials, became a cherished legend on Jeju Island, reminding all who heard it of the enduring power of love in the face of adversity.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Korean Symphony of Generous Secrets STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: korean-symphony-of-generous-secrets CATEGORY: Fiction UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/09/korean-symphony-of-generous-secrets.html DATE: 09/15/2023 11:03:18 PM ----- BODY:In reading Symphony of Secrets by Brendan Slocumb, I wonder about some Korean stories about musicians I have known. Here's a wee-short story about a Korean Symphony of Generous Secrets.
Harmony Amidst the Storm: A Memoir of Song and Resilience
A Voice Born in the Midst of Conflict
In the quiet town of Jeolla, nestled amidst the tumultuous backdrop of the Korean War, a star was born. On a chilly winter morning in 1953, Young-mi emerged into a world still reeling from the chaos of war. Her family, proud descendants of Yangban, had weathered the storm, and Young-mi would grow to be a testament to their unwavering resilience.
Echoes of May 18th
As Young-mi came of age, she discovered her extraordinary gift – a voice that could move mountains and mend hearts. The May 18th Democratic Uprising in Gwangju in 1980 stirred her soul. Young-mi lent her soaring soprano to the protest songs echoing through the streets, uniting the people in their fight for justice and freedom. She became a symbol of hope, a fearless voice in a turbulent time.
Balancing Act
Young-mi's life took a new turn when she met the love of her life, Ji-hoon, a kind-hearted musician who shared her passion for music. They raised a family together, nurturing their children with love and song. Young-mi was a force of nature, her flamboyant personality lighting up every room she entered. Her laughter was infectious, her spirit indomitable.
The Struggle Within
As middle age beckoned, Young-mi faced her own battle – a whisper of doubt in her melodious voice. Her throat began to falter, the notes once effortless now a struggle. It was a cruel twist of fate for someone whose life had been defined by song. Yet, she persevered, determined to sing her heart out.
A Brush with Mortality
A diagnosis of liver cancer shook Young-mi to her core. The surgery was grueling, but her spirit remained unbroken. She emerged from the battle scarred but alive, her voice now carrying the weight of her survival. It was a song of resilience, a testament to her unyielding spirit.
The Next Generation
As Young-mi and Ji-hoon welcomed grandchildren into their lives, they found new sources of joy. Young-mi's lullabies filled their home with warmth and love. Her legacy continued through the generations, a living testament to the power of music and family.
A Life of Giving
In her later years, Young-mi found solace in giving back. She hosted regular non-secular music events for her university and the foreign community, bridging cultures through her beloved art form. Behind the scenes, she quietly funded several music projects, nurturing the talent of young musicians and ensuring that her legacy would endure.
A Legacy of Song
Young-mi, the Korean soprano from the provinces of Jeolla, lived a life of extraordinary highs and profound lows. She was a voice of protest, a mother, a survivor, and a beacon of hope. Her legacy, defined by her music and her generous spirit, continues to inspire and uplift those who follow in her footsteps. In her songs, in her family, and in the music projects she supported, Young-mi's voice lives on, a reminder that even in the darkest of times, harmony can be found.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: My Students Interview Me STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: my-students-interview-me CATEGORY: Bio UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/08/my-students-interview-me.html DATE: 08/09/2023 02:52:15 AM ----- BODY:Q: Introduction of professors' self-introduction of majors
A: Hello! I’m Professor Maria Lisak. I have many majors. Undergraduate - philosophy (‘92), economics (‘92) and computer technology (‘03). Graduate - MBA (‘93) and MSED (‘09). I’m working on my EdD in literacy and culture now. I also have lots of certificates (like a CELTA to teach English).
Q: Self-introduction
A: I’m from the United States. I’m from a small town in Indiana and come from a working-class background. I’ve lived on and off in Korea since 1996. I’ve traveled to nearly 40 different countries. I’m happy I’m single with no kids or grandkids. I ascribe my friends as my family.
Q: Major introduction (Please introduce the class or major you are teaching!)
A: I teach first and second-year students in English about administration welfare. In year one we focus on improving academic skills like writing and presentations. In the second year we do more exploration of our major aligned to students‘ preferences.
Q: The reason why I chose my major for administration
A: I love philosophy but my parents were working class and worried I‘d never get a job with that degree! So initially, I took a minor in business to make them happy and found out I loved it. I double majored (philosophy and economics) and went on to get my MBA.
Q: The reason why you chose Chosun University among many universities
A: Chosun University chose me! I like it here because they trust and believe in me as a teacher and scholar.
Q: Balance game (Please select 'This is better!' from the 2 items presented, and briefly tell me why you chose that item!)
Students who are good from start to finish vs. students who are not good at first but are growing
A: I believe in the growth mindset. Our class is not leveled for English skills. So I grade on improvement over time.
Cooperation in group projects vs. results of group projects
A: If a group works well together they get a good result. If one student does all the work and the others free-ride, it shows. I ask students to do a 360-degree evaluation of all team members and group tasks to incentivize collaboration.
Doenjang stew vs kimchi stew
A: Hands down kimchi stew. Next vs: tuna vs pork. I’m team pork. -..-
Talking only in body language vs talking only in Korean
A: Body language is 80% communication. My students have power in Korean. I want them to have power in English instead of English having power over them. I encourage translanguaging in class, riffing between Korean and English, and moving each week to an English-only setting.
Q: Students are having a hard time studying English. Please recommend a study method that can help students improve their English skills easily!
A: First, have a goal. A lot of English study has nothing to do with language learning, and instead, a student may only want to pass a test or get a certain TOEIC score. If you want this, then learn how to beat the test!
If students really want to learn a language, set realistic daily or weekly goals, then measure and reflect on your work. Repetition is helpful, so gamify when you can. And finally, to learn a language well do your hobby in it. If you are having fun then you will put in the hours needed for mastery.
Q: Tell me what kind of person you want the students you teach to be in the future!
A: I want my students to be kind. To do no harm. To value diversity, equity, and inclusion.
Q: What do you want to say to the students of the Department of Public Administration and Welfare
Answer:
- Fightin!
- Support others.
- Do self-care.
- Readiness, Respect, and Reflection are important to reach your goals!
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Postmethod Pedagogy STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: postmethod-pedagogy CATEGORY: Funds of Knowledge CATEGORY: Identity CATEGORY: Inclusivity CATEGORY: Multiculturalism CATEGORY: Professional Development CATEGORY: Reflective Practice CATEGORY: Social Justice UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/postmethod-pedagogy.html DATE: 07/30/2023 10:11:03 PM ----- BODY:
What is that? I listened to Yongin KOTESOL's podcast with Elspeth Teagarden Tanguay Koo to see if I would also be interested in doing a podcast. I learned about a whole new-to-me pedagogy. I had so many questions. Isn't postmethod pedagogy just tacit knowledge? Experience? Isn't it just critical pedagogy? Does it draw on Freire? What's the difference from this and eclectic learning theory? It sounds like funds of knowledge but a big focus on teacher identity and agency. So I hit AI and made a list of "to be read" items.
Me: How about postmethod pedagogy?
ChatGPT
As of my last update in September 2021, "postmethod pedagogy" refers to an approach to language teaching that goes beyond rigid adherence to a single teaching method. It emerged as a response to the limitations of the traditional "method-based" approaches, such as the Grammar-Translation Method, Audio-Lingual Method, and Communicative Language Teaching.
The postmethod pedagogy was initially proposed by B. Kumaravadivelu, a prominent scholar in the field of language education. According to Kumaravadivelu, postmethod pedagogy encourages teachers to develop their own localized, context-specific teaching practices based on their understanding of their learners' needs, the cultural context, and the goals of language learning.
The key principles of postmethod pedagogy include:
- Contextualization: Understanding and incorporating the learners' social, cultural, and linguistic backgrounds into the teaching process.
- Empowerment: Encouraging learners to become active participants in their learning and making decisions that affect their language development.
- Classroom-based research: Promoting teacher-led research within the classroom to identify effective teaching strategies and respond to learners' needs.
- Critical pedagogy: Encouraging teachers to raise awareness of social and political issues related to language and language learning.
- Pragmatism: Emphasizing practicality and adaptability in teaching, allowing teachers to draw from various methods and techniques to suit their learners' needs.
Postmethod pedagogy recognizes that language teaching cannot be a one-size-fits-all approach, and it encourages teachers to be reflective practitioners, continuously adapting their practices to meet the changing needs of their learners and contexts.
If there have been any further developments or changes related to postmethod pedagogy since my last update, I recommend referring to more recent sources in the field of language education for the latest information.
User
Kumaravadivelu's work seems to fall within the instructional systems model (like ADDIE). Is this true?
ChatGPT
No, Kumaravadivelu's work does not fall within the instructional systems model like ADDIE (Analysis, Design, Development, Implementation, and Evaluation). While ADDIE is a systematic instructional design framework used to guide the development of effective learning materials and courses, Kumaravadivelu's postmethod pedagogy is an alternative approach to language teaching that focuses on the teacher's role and the dynamic nature of the teaching-learning process.
ADDIE is a step-by-step process used by instructional designers to create educational materials, courses, or training programs. It involves analyzing the needs of learners, designing learning objectives and content, developing instructional materials, implementing the course, and evaluating its effectiveness. This model is widely used in the field of instructional design and is particularly prevalent in corporate training and e-learning contexts.
On the other hand, Kumaravadivelu's postmethod pedagogy is not a systematic instructional design model; rather, it is a pedagogical framework that emphasizes the teacher's agency and autonomy in making decisions regarding language teaching practices. The postmethod approach suggests that language teachers should move beyond the constraints of predefined methods and adopt a more flexible, adaptable, and context-specific approach to teaching, considering the unique needs and characteristics of their learners.
While both ADDIE and postmethod pedagogy are related to education and learning, they address different aspects of the teaching-learning process. ADDIE is focused on systematic instructional design, while postmethod pedagogy is concerned with the teacher's role and the process of teaching itself, advocating for teacher agency and responsiveness to learner needs.
User
So how can we compare Kumaravadivelu's work to Freire and other social justice educators?
ChatGPT
Kumaravadivelu's work and the ideas of Paulo Freire and other social justice educators share some commonalities, particularly in their focus on empowering learners and promoting critical consciousness. However, there are also distinct differences in their approaches and areas of emphasis.
- Empowerment and Critical Pedagogy: Both Kumaravadivelu and Freire advocate for learner empowerment and critical pedagogy. They believe that learners should be active participants in their own education and that education should go beyond the mere transmission of knowledge to encourage critical thinking, reflection, and social awareness.
- Contextualization: Both Kumaravadivelu and Freire stress the importance of contextualization in education. They emphasize the need to understand learners' cultural, social, and linguistic backgrounds to create meaningful and relevant learning experiences.
- Social Justice: Social justice is a central theme in Freire's work and that of other social justice educators. They seek to address societal inequalities and advocate for the rights of marginalized groups through education. Freire's concept of "conscientization" involves raising awareness about oppressive systems and encouraging learners to take action to transform their reality.
- Postmethod Adaptability: Kumaravadivelu's postmethod pedagogy encourages teachers to move away from rigid adherence to specific teaching methods and instead adopt an adaptable approach that considers the unique needs of learners and the context. This flexibility aligns with the principles of critical pedagogy, as it allows for responsiveness to learners' diverse backgrounds and challenges oppressive structures in education.
While there are these similarities, it's essential to note some distinctions:
- Focus and Scope: Freire's work is deeply rooted in critical pedagogy and social justice, with a primary focus on transformative education to challenge oppressive systems. On the other hand, Kumaravadivelu's postmethod pedagogy is more specific to the field of language teaching and learning, emphasizing teacher autonomy and context-sensitive practices.
- Educational Context: Freire's work has been influential in various educational settings, from primary education to higher education and community-based learning. Kumaravadivelu's postmethod pedagogy is mainly applied to language classrooms, although its principles can potentially be adapted to other educational domains.
- Origin and Background: Freire's ideas originated from his work in Brazil, addressing issues of illiteracy and social injustice. Kumaravadivelu's postmethod pedagogy emerged as a response to the limitations of traditional language teaching methods and is more focused on language education.
In summary, both Kumaravadivelu's work and the ideas of Freire and other social justice educators aim to empower learners, promote critical thinking, and address social inequalities. While Freire's work has a broader scope of social justice and transformative education, Kumaravadivelu's postmethod pedagogy is a specific approach within the context of language teaching and learning. Educators can draw inspiration from both perspectives to create empowering and socially conscious learning environments.
User
It seems like Kumaravadivelu's work is more teacher-centric than student-centric. Why is the teacher's position so important to this theory?
ChatGPT
You are correct that Kumaravadivelu's postmethod pedagogy places a significant emphasis on the teacher's role and agency in the language teaching and learning process. This emphasis on the teacher's position is intentional and serves several important purposes:
- Contextualization and Localization: Language teaching and learning are complex processes that are deeply influenced by the context in which they occur. Teachers, being on the frontline of the educational setting, have a unique understanding of the learners' needs, their cultural backgrounds, and the specific challenges they face. By empowering teachers to make context-specific decisions, the learning experience can be more relevant and meaningful to the students.
- Flexibility and Responsiveness: Traditional teaching methods often prescribe fixed approaches that may not always suit the diverse needs of learners in different contexts. Postmethod pedagogy encourages teachers to be adaptable and responsive to the learners' individual differences and learning styles. Teachers can draw from a variety of approaches, methods, and techniques to best address their students' needs.
- Criticality and Reflection: In postmethod pedagogy, teachers are seen as reflective practitioners who critically examine their teaching practices and the impact on their learners. By acknowledging the teacher's expertise and agency, the approach fosters a continuous process of self-assessment and improvement, leading to better teaching practices.
- Empowerment of Teachers: Empowering teachers to make decisions in their classrooms can lead to increased job satisfaction and a sense of ownership in the teaching process. When teachers feel empowered, they are more likely to be motivated and committed to their profession, which can positively affect the learning outcomes of their students.
- Learner-Teacher Relationship: In postmethod pedagogy, the teacher-student relationship is considered crucial for effective learning. By recognizing the teacher's role as a facilitator and mentor, the approach promotes a collaborative and supportive learning environment.
- Local Knowledge and Expertise: Teachers often possess valuable insights into the local culture, language use, and specific challenges faced by their students. By drawing upon the teacher's local knowledge and expertise, the learning experience can be enriched and relevant to the learners' real-world needs.
While Kumaravadivelu's postmethod pedagogy emphasizes the importance of the teacher, it does not imply neglecting the students' needs or interests. On the contrary, the approach seeks to empower teachers to create student-centric learning experiences that consider the learners' individuality, context, and goals. The idea is to strike a balance between teacher guidance and student-centered learning, creating an engaging and effective language learning environment.
User
How is Kumaravadivelu's work different from the funds of knowledge theorization?
ChatGPT
Kumaravadivelu's postmethod pedagogy and the concept of "funds of knowledge" are distinct theoretical frameworks that address different aspects of education and learning.
Kumaravadivelu's Postmethod Pedagogy:
Kumaravadivelu's postmethod pedagogy is a framework designed for language teaching and learning. It proposes an alternative approach to language education, moving away from rigid adherence to predefined teaching methods and advocating for context-specific, adaptable, and teacher-led practices. The focus is on empowering language teachers to make informed decisions based on their understanding of their learners' needs, the cultural context, and the goals of language learning. While learners' needs are considered, the emphasis is on the teacher's agency and the dynamic nature of the teaching-learning process.
Funds of Knowledge Theorization:
"Funds of knowledge" is a concept that originated from the work of researchers Luis C. Moll, Norma Gonzalez, and Cathy Amanti in the 1990s. The concept is rooted in the field of education and anthropology and focuses on recognizing and valuing the diverse cultural knowledge and skills that students bring from their homes and communities. According to this theory, students possess rich knowledge about their culture, traditions, languages, and problem-solving skills that can be leveraged in the educational context to enhance learning experiences. It highlights the importance of acknowledging and incorporating students' cultural wealth into the classroom to create more meaningful and relevant learning opportunities.
Differences between the Two Frameworks:
- Scope: Kumaravadivelu's postmethod pedagogy is specifically centered around language teaching and learning, addressing the teacher's role and language classroom practices. On the other hand, the funds of knowledge theorization is a broader concept applicable to various educational settings and subjects, emphasizing the value of students' cultural knowledge and experiences across different domains.
- Orientation: Postmethod pedagogy is more focused on the teacher's agency and decision-making, aiming to promote adaptable and context-sensitive teaching practices. The funds of knowledge theory, on the other hand, is focused on understanding and incorporating students' cultural knowledge into the curriculum and teaching practices.
- Educational Level: Postmethod pedagogy is applicable mainly to language classrooms and language education contexts. Funds of knowledge can be applied to different levels of education, from early childhood to higher education.
In summary, Kumaravadivelu's postmethod pedagogy is a specific framework designed for language teaching, emphasizing teacher agency and context-specific practices. The funds of knowledge theorization is a broader concept that highlights the cultural wealth students bring to the classroom and advocates for recognizing and incorporating this knowledge to enrich the learning experience in various educational settings.
User
How does Kumaravadivelu's work encourage students to take ownership of their own learning process?
ChatGPT
Kumaravadivelu's postmethod pedagogy encourages students to take ownership of their own learning process by promoting learner autonomy and active engagement in the learning experience. The framework emphasizes several key principles that empower students and foster a sense of responsibility for their learning journey:
- Learner-Centeredness: Postmethod pedagogy places the learner at the center of the teaching-learning process. It acknowledges that students have unique needs, interests, and goals. By recognizing and valuing these individual differences, the approach encourages teachers to design learning experiences that cater to the diverse needs of their students, allowing them to have a more personalized and relevant learning experience.
- Empowerment and Decision-Making: Postmethod pedagogy advocates for teachers to involve students in decision-making regarding their learning. This can include co-creating learning objectives, choosing topics for study, and selecting learning materials. By giving students a say in their learning journey, they feel more engaged and motivated to take ownership of their education.
- Critical Reflection: Students are encouraged to engage in critical reflection about their learning progress and experiences. They are prompted to think about their strengths, areas for improvement, and learning strategies that work best for them. This reflection allows students to become more self-aware of their learning process, identify their learning needs, and make informed decisions to enhance their learning outcomes.
- Self-Directed Learning: Postmethod pedagogy promotes self-directed learning, where students become active participants in the learning process rather than passive recipients of knowledge. Teachers foster students' ability to set their learning goals, plan their study, and monitor their progress. This shift from teacher-led to student-driven learning fosters a sense of ownership and responsibility for their academic journey.
- Authentic Learning Tasks: The approach encourages the use of authentic and meaningful learning tasks that connect to real-life contexts. When students can see the relevance of what they are learning to their daily lives, they are more likely to be motivated to take charge of their learning and apply their knowledge and skills beyond the classroom.
- Community of Learners: Postmethod pedagogy promotes a collaborative learning environment, where students work together and support each other in their learning. By creating a sense of community, students feel a greater sense of belonging and responsibility to contribute actively to the learning process.
By implementing these principles, Kumaravadivelu's postmethod pedagogy aims to cultivate independent and motivated learners who are capable of taking charge of their learning, making informed decisions, and applying their knowledge effectively in various contexts. The framework empowers students to become active agents in their learning process, leading to a more meaningful and successful educational experience.
User
Is Kumaravadivelu behavorist, cognivtist, constructivist or eclectic in its learning theory adherence?
ChatGPT
Kumaravadivelu's postmethod pedagogy can be considered eclectic in its learning theory adherence. It does not align exclusively with any single learning theory, but instead, it draws from various theoretical perspectives to inform its approach to language teaching and learning.
Here's how Kumaravadivelu's work relates to each of the learning theories you mentioned:
- Behaviorism: Behaviorism focuses on observable behaviors and the use of reinforcement to shape and control those behaviors. While postmethod pedagogy doesn't strictly adhere to behaviorism, some elements of behaviorist principles may be present in specific language teaching techniques or classroom management strategies used by teachers. However, the broader framework encourages teachers to go beyond the limitations of behaviorism and consider other factors, such as learner autonomy and critical thinking.
- Cognitivism: Cognitivism emphasizes the mental processes involved in learning, such as memory, problem-solving, and information processing. Postmethod pedagogy acknowledges the significance of cognitive processes in language learning but does not limit itself to cognitive aspects alone. It also considers affective factors, social interactions, and cultural contexts, which are essential components of the approach.
- Constructivism: Constructivism posits that learners actively construct knowledge through their experiences, interactions, and reflections. Kumaravadivelu's postmethod pedagogy aligns well with constructivist principles in its emphasis on learner-centeredness, empowering students to take ownership of their learning, and encouraging critical reflection. The framework acknowledges the importance of learners' prior knowledge and experiences in shaping their understanding and language development.
- Eclecticism: Eclectic approaches in education involve combining elements from multiple theories and methodologies to create a flexible and adaptable teaching approach. Kumaravadivelu's postmethod pedagogy can be described as eclectic because it draws from various theories and ideas, taking what is valuable from each and integrating them into a comprehensive approach that encourages context-specific, adaptive, and reflective teaching practices.
Overall, Kumaravadivelu's work in postmethod pedagogy does not align exclusively with any single learning theory. Instead, it adopts an inclusive and flexible perspective, integrating insights from different learning theories to address the complexity and diversity of language teaching and learning contexts. This allows teachers to be responsive to their learners' needs and create effective and engaging learning experiences.
User
What would Kumaravadivelu think is the largest class size for language learning? What size is optimal?
ChatGPT
As of my last update in September 2021, there is no specific statement or recommendation from Kumaravadivelu regarding the largest class size for language learning in his postmethod pedagogy framework. The optimal class size may vary based on several factors, including the context, teaching goals, learners' needs, and the teacher's expertise.
However, I can provide some general insights on class size considerations in language learning:
- Personalized Attention: In smaller classes, teachers can provide more personalized attention to individual students. They can better understand each student's strengths, weaknesses, and learning styles, which can lead to more effective support and tailored instruction.
- Interactivity and Participation: Smaller class sizes can promote higher levels of student engagement and participation. Students are more likely to have opportunities to actively participate in discussions, role-plays, and interactive language activities.
- Language Production: In smaller classes, students may have more chances to practice speaking and use the target language. This increased language production can positively impact language fluency and confidence.
- Classroom Management: Managing a smaller class can be less demanding for the teacher, allowing them to create a more conducive learning environment and provide timely feedback to students.
On the other hand, some challenges with smaller class sizes include resource allocation and maintaining a variety of perspectives during discussions.
Regarding the largest class size, there is no universal consensus, as it depends on various factors, such as the teacher's skills, the classroom setup, and the learners' age and proficiency level. In general, larger class sizes may present challenges in managing student behavior, providing individualized attention, and fostering interactive learning. However, skilled and experienced teachers can still create engaging and effective learning experiences even with larger groups.
Ultimately, the optimal class size for language learning is likely to fall somewhere in the range that allows for a balance between personalized attention, interactivity, and manageable classroom dynamics. It is essential for schools and institutions to consider the specific needs and goals of their language programs when determining class sizes to ensure the best possible learning outcomes for their students.
User
Contextualization is decolonial theorization practice. Empowerment is sociocultural theory. Classroom-based research is practitioner inquiry methodology. Critical pedagogy is social justice pedagogy. Pragmatism is very Dewey-esque education systems and structures. How does Kumaravadivelu reference all these other theories and methods?
ChatGPT
Kumaravadivelu's postmethod pedagogy is indeed a comprehensive framework that draws upon various theories and methods, as you have correctly identified. Let's explore how Kumaravadivelu references and integrates these different theories and methods into his approach:
- Contextualization and Decolonial Theorization:
Kumaravadivelu acknowledges the importance of contextualization in language teaching and learning. He emphasizes the need to understand learners' cultural, social, and linguistic backgrounds to create meaningful and relevant learning experiences. By doing so, he aligns with the principles of decolonial theorization, which seek to challenge and deconstruct colonial power structures that have historically shaped educational practices. - Empowerment and Sociocultural Theory:
Sociocultural theory posits that learning is a social process that occurs through interactions with others and the cultural tools available in a given community. Kumaravadivelu's emphasis on empowerment resonates with this theory as he encourages teachers to empower learners and engage them in active participation in their own learning. This approach aligns with sociocultural principles of learning and recognizes the significance of cultural and social contexts in the language classroom. - Classroom-Based Research and Practitioner Inquiry Methodology:
Kumaravadivelu promotes classroom-based research as a means for teachers to engage in reflective practice and inquiry within their own teaching contexts. By encouraging teachers to investigate their teaching practices and the impact on learners, he supports a practitioner inquiry methodology. This approach encourages teachers to become researchers in their own classrooms, exploring effective teaching strategies and adapting their practices based on the evidence they gather. - Critical Pedagogy and Social Justice Pedagogy:
Kumaravadivelu's postmethod pedagogy incorporates critical pedagogy principles by encouraging teachers to raise awareness of social and political issues related to language and language learning. He emphasizes the importance of teachers helping learners develop critical thinking skills, reflecting social justice pedagogy's focus on addressing systemic inequalities and advocating for the rights of marginalized groups. - Pragmatism and Dewey-Esque Education Systems:
Kumaravadivelu's pragmatism is evident in his flexible and adaptable approach to language teaching. He encourages teachers to be practical in their decision-making, drawing from various methods and techniques to suit learners' needs and the specific context. This pragmatism is similar to the educational philosophy of John Dewey, who advocated for experiential learning, problem-solving, and learning by doing.
Overall, Kumaravadivelu's postmethod pedagogy is a rich and eclectic approach that integrates key principles from various theories and methodologies. By doing so, he provides language teachers with a comprehensive framework that acknowledges the complexities of language teaching and learning, empowering them to make informed decisions and create contextually relevant and effective learning experiences.
User
In the South Korean system, if a teacher is pragmatic and makes choices based on their specific context, then they are following Kumaravadivelu's advice. But the South Korean education system is inherently classist in its structure and teachers' adherence to these systems. So how does allowing teachers to make contextual choices fit with inherently unjust systems being upheld even when using a postmethod pedagogy?
ChatGPT
You raise a critical point about the potential challenges of implementing postmethod pedagogy within an inherently unjust educational system like the one in South Korea. While Kumaravadivelu's postmethod pedagogy encourages teachers to make contextual choices based on their specific context, it must be acknowledged that the implementation of any pedagogical approach can be influenced and constrained by the broader educational system and societal structures in which it operates.
Here are some considerations to address the potential tension between postmethod pedagogy and the classist structure of the South Korean education system:
- Critical Consciousness: One of the principles of postmethod pedagogy is to promote critical consciousness, where teachers and students engage in critical reflection about the social, cultural, and political contexts that shape their education. By encouraging teachers and learners to question and challenge unjust systems, there is a possibility of promoting awareness and activism within the constraints of the existing system.
- Incremental Change: While it may be challenging to completely transform an unjust education system, adopting postmethod pedagogy can be a step towards positive change. Even within the confines of the existing system, teachers can use postmethod principles to create more inclusive and empowering learning environments for their students.
- Collaborative Efforts: Teachers can form communities of practice and collaborate with like-minded educators to share experiences, strategies, and successes in applying postmethod pedagogy. This collaborative effort can strengthen their impact on students' learning experiences and potentially influence the broader educational discourse.
- Advocacy for Systemic Change: While practicing postmethod pedagogy within the current system, teachers can also engage in advocacy and work towards systemic changes. This may involve participating in educational policy discussions, voicing concerns about classism, and advocating for more equitable educational practices.
- Cultural Sensitivity: Teachers applying postmethod pedagogy can pay attention to cultural sensitivity and inclusivity in their teaching practices. They can incorporate diverse perspectives and representations into the curriculum to challenge existing biases and promote a more just learning environment.
It is essential to recognize that no pedagogical approach can single-handedly dismantle systemic injustice, especially when it is deeply rooted in the broader societal structure. However, adopting a postmethod pedagogy can be a step towards empowering teachers and students to take ownership of their learning and encouraging critical thinking about the educational system's limitations. Ultimately, change will require a collective effort involving teachers, students, policymakers, and the broader society to address the underlying issues of classism and work towards more equitable and just educational systems.
User
What are the critiques of postmodern pedagogy?
ChatGPT
As of my last update in September 2021, postmodern pedagogy, including Kumaravadivelu's postmethod pedagogy, has been subject to various critiques from educators, researchers, and scholars. Some of the key critiques include:
- Lack of Clarity and Practical Guidance: Critics argue that postmodern pedagogy, being an eclectic approach, lacks clear and practical guidance for teachers. The emphasis on context-specific practices and teacher autonomy can leave educators without clear direction on how to implement the approach effectively in their classrooms.
- Relativism and Lack of Standards: Postmodern pedagogy's emphasis on context and subjectivity has been criticized for downplaying the importance of objective standards and criteria for effective teaching and learning. Critics argue that without some level of common standards, there is a risk of inconsistency and a lack of accountability in education.
- Teacher Preparation Challenges: Adopting postmodern pedagogy requires well-prepared and skilled teachers who can make informed decisions based on their context and learners' needs. Critics argue that not all teachers may have the necessary training and expertise to navigate the complexities of postmodern pedagogy effectively.
- Overemphasis on Context: While context-sensitive teaching is essential, critics argue that excessive emphasis on context can lead to a narrow and limited understanding of teaching and learning. It may overlook broader principles and effective teaching strategies that could benefit learners across various contexts.
- Inadequate Attention to Curriculum and Content: Critics argue that postmodern pedagogy can sometimes neglect the importance of curriculum and content. While the approach prioritizes context and learner-centeredness, there is a risk of overlooking essential subject matter and academic content.
- Overlooking Systemic Issues: Some critics argue that postmodern pedagogy may not adequately address systemic issues and inequalities in education. While it empowers teachers to adapt their practices to their context, it may not challenge broader systemic challenges in the educational system.
- Complexity and Time Constraints: Implementing postmodern pedagogy can be complex and time-consuming for teachers. In contexts with large class sizes, time constraints, and limited resources, it may be challenging for educators to fully embrace and apply the principles of postmodern pedagogy.
It's essential to note that critiques of postmodern pedagogy are not universal, and there are educators and scholars who value its emphasis on teacher agency, learner-centeredness, and context. The critiques highlight the ongoing debates and discussions within the field of education regarding the most effective and equitable approaches to teaching and learning. As with any pedagogical approach, there are strengths and limitations, and educators need to carefully consider the applicability of postmodern pedagogy in their specific contexts.
User
How does postmethod pedagogy compare to Finnish education practices?
ChatGPT
Postmethod pedagogy and Finnish education practices share some similarities, but they also have distinct characteristics and approaches. Let's explore the key points of comparison between the two:
- Teacher Autonomy and Empowerment:
Both postmethod pedagogy and Finnish education practices emphasize the importance of teacher autonomy and empowerment. In Finland, teachers are highly trusted and respected professionals who have significant control over their teaching methods and classroom practices. Similarly, postmethod pedagogy encourages teachers to make context-specific decisions and adapt their approaches based on their understanding of learners' needs and the cultural context. - Learner-Centeredness:
Both approaches prioritize learner-centeredness. Finnish education practices focus on creating student-centered learning environments where students' interests and needs are central to the learning process. Similarly, postmethod pedagogy places the learner at the center, advocating for personalized and relevant learning experiences that cater to individual learners' needs and strengths. - Contextualization:
Both Finnish education practices and postmethod pedagogy acknowledge the importance of contextualization in education. Finnish schools often design curricula to align with local needs and contexts. Similarly, postmethod pedagogy encourages teachers to consider their specific teaching contexts and learners' backgrounds to create meaningful learning experiences. - Minimal Standardized Testing:
In both Finnish education and postmethod pedagogy, there is a tendency to minimize the reliance on standardized testing. Finnish education focuses on continuous assessment and feedback rather than high-stakes exams. Postmethod pedagogy values a broader range of assessment methods, including formative assessment, to gauge students' progress and understanding.
Despite these similarities, there are also significant differences between postmethod pedagogy and Finnish education practices:
- National System vs. Pedagogical Framework:
Finnish education practices are a comprehensive national education system with specific policies, curriculum guidelines, and structures. On the other hand, postmethod pedagogy is a pedagogical framework that provides general principles and guidance for language teaching but is not a national education system. - Systemic Approach to Equity:
Finnish education practices are well-known for their commitment to equity and inclusivity. The system is designed to provide equal opportunities for all students, regardless of their socio-economic background or location. Postmethod pedagogy, while advocating for context-specific teaching, may not inherently address broader systemic issues related to equity in education. - Teacher Training and Support:
Finland places a strong emphasis on teacher training and professional development. Teachers undergo extensive preparation and have access to ongoing support throughout their careers. Postmethod pedagogy does not directly address teacher training but provides principles that teachers can integrate into their existing training and professional development. - Cultural and Linguistic Contexts:
While postmethod pedagogy acknowledges the importance of cultural and linguistic contexts, Finnish education practices are specifically tailored to the Finnish cultural and societal context. The educational system in Finland is designed to meet the needs of its diverse population, which may differ from other contexts where postmethod pedagogy is applied.
In summary, postmethod pedagogy and Finnish education practices share an emphasis on teacher autonomy, learner-centeredness, and contextualization. However, Finnish education practices are a comprehensive national system focused on equity and inclusivity, while postmethod pedagogy is a pedagogical framework applicable to language teaching and learning contexts worldwide.
User
What if a teacher only experiences a monocultural context for their formative education and teacher training? Wouldn't postmethod pedagogy promote a dominant culture of the teacher and not the students' culture (even if the students were from the same cultural background as each other and the teacher).
ChatGPT
You make a valid point. If a teacher's formative education and teacher training are limited to a monocultural context, there is a risk that their teaching practices and perspectives may be influenced by the dominant culture prevalent in that context. In such cases, postmethod pedagogy's emphasis on teacher autonomy and context-specific practices might indeed promote the dominant culture of the teacher over the diverse cultural backgrounds of the students.
Here are some considerations to address this concern and ensure that postmethod pedagogy remains inclusive and responsive to the cultural diversity of the students:
- Critical Self-Reflection: Teachers need to engage in critical self-reflection about their own cultural background, biases, and assumptions. Being aware of one's own cultural lens can help teachers recognize potential biases and be more open to understanding and valuing students' cultural perspectives.
- Cultural Sensitivity and Humility: Teachers should approach their classrooms with cultural sensitivity and humility, recognizing that they may not be experts in all aspects of their students' cultures. Creating an inclusive environment involves being open to learning from students and valuing the knowledge they bring from their cultural backgrounds.
- Student Participation: Involve students in the learning process and decision-making. Encourage them to share their cultural experiences and perspectives, and allow them to contribute to the curriculum and classroom activities. This approach can promote a more inclusive and culturally responsive learning environment.
- Collaborative Learning: Foster collaborative learning experiences that promote cross-cultural interactions and peer learning. Encourage students to share their cultural practices and knowledge with their peers, creating opportunities for mutual understanding and appreciation.
- Inclusive Curriculum: Ensure that the curriculum reflects the diversity of students' cultural backgrounds and experiences. Include materials, literature, and resources that represent a wide range of cultures, histories, and traditions.
- Professional Development: Provide ongoing professional development for teachers that addresses cultural competence and diversity. Offer opportunities for teachers to learn about culturally responsive teaching practices and strategies.
By adopting these approaches, postmethod pedagogy can be enriched with cultural inclusivity, promoting a more equitable and respectful learning environment that values and celebrates the cultural diversity of both teachers and students. It is essential for educators to continuously strive to bridge cultural gaps, foster mutual understanding, and create an inclusive space that honors the cultural identities of all individuals within the learning community.
User
I teach a content-based course in English to South Korean university students, whose native language is not English. Also, our classes take place at a South Korean university. Why should I use postmethod pedagogy instead of social justice pedagogy to facilitate this course which is about administration welfare?
ChatGPT
Both postmethod pedagogy and social justice pedagogy can offer valuable insights and approaches for facilitating your content-based course in English on administration welfare for South Korean university students. The decision of which approach to adopt depends on the specific goals, context, and needs of your students and the course. Here's a comparison to help you make an informed choice:
Postmethod Pedagogy:
- Context-Specific: Postmethod pedagogy encourages teachers to consider the specific context, learners' needs, and cultural background when designing and implementing their teaching practices. As you are teaching non-native English speakers in a South Korean university, postmethod pedagogy can help you adapt your teaching methods to suit the language proficiency and academic needs of your students.
- Flexibility: This approach promotes flexibility in choosing teaching methods and materials, allowing you to tailor the course content and activities to align with the students' interests and backgrounds. You can incorporate authentic materials related to administration welfare in South Korea, making the content more relevant and engaging for your students.
- Learner-Centered: Postmethod pedagogy places an emphasis on learner autonomy and empowerment. You can involve your students in decision-making, encourage critical thinking, and promote active participation in the learning process. This learner-centered approach can enhance students' motivation and ownership of their education.
Social Justice Pedagogy:
- Equity and Inclusion: Social justice pedagogy advocates for addressing social inequalities and fostering an inclusive learning environment. While teaching a content-based course on administration welfare, you can use this approach to explore the impact of policies on different social groups and advocate for inclusive practices in welfare administration.
- Critical Consciousness: Social justice pedagogy encourages students to critically examine social issues and question power structures. By incorporating this approach, you can help your students develop a deeper understanding of the implications of welfare administration and its effects on various communities.
Combining Approaches:
It is worth considering that postmethod pedagogy and social justice pedagogy are not mutually exclusive. In fact, they can complement each other. By using a postmethod approach, you can tailor the language instruction to suit your students' needs and interests, while incorporating elements of social justice pedagogy to encourage critical thinking about welfare administration and its impact on society.
Incorporating elements of social justice pedagogy can be achieved through discussions, debates, and activities that encourage students to analyze administration welfare policies from a social justice perspective. This approach can help students become more socially conscious and informed about the broader implications of welfare administration.
Ultimately, the choice between postmethod pedagogy and social justice pedagogy, or a combination of both, depends on your teaching philosophy, the course objectives, and the specific context of your students and university. Evaluating the learning outcomes and student engagement throughout the course can help you refine your approach and create a rich and impactful learning experience for your students.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: RP Journal Prompts STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: rp-journal-prompts UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/rp-journal-prompts.html DATE: 07/22/2023 09:34:34 PM ----- BODY:Harvest from Facebook posts
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Yanglimdong Galleries STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: yanglimdong-galleries UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/yanglimdong-galleries.html DATE: 07/22/2023 09:34:02 PM ----- BODY:
Prof song exhibit
The Polygon
LeeLeeNam Studio
Vietnamese food
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Comparing HRE, Peace Studies & CosLit STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: comparing-hre-peace-studies-coslit CATEGORY: Cosmopolitanism CATEGORY: Dialogs of Discomfort CATEGORY: Human Rights CATEGORY: Peace UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/comparing-hre-peace-studies-coslit.html DATE: 07/18/2023 04:57:00 AM ----- BODY:Here is another AI generated return. One of my burning questions has always been to compare the similarities and differences between human rights education, peace studies and cosmopolitanism. Here is an outline with a few links for me to continue this investigation at some future time.
Exploring Human Rights Education, Peace Studies, and Cosmopolitan Literacies: A Comparative Analysis
Introduction: In a world confronted with global challenges, the pursuit of human rights, peace, and global citizenship has gained significant attention. As a result, various fields of study have emerged to address these issues, including human rights education, peace studies, and cosmopolitan literacies. This essay aims to compare and contrast these three disciplines, highlighting their similarities and differences, and shedding light on their respective contributions to fostering a just and harmonious global society.
Body:
Human Rights Education:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=human+rights+education&btnG=
Definition and Purpose:
- Human rights education focuses on promoting awareness, understanding, and respect for human rights principles and values.
- Its primary goal is to empower individuals to become informed, responsible, and active global citizens.
Curriculum and Methods:
- Human rights education typically encompasses legal frameworks, historical contexts, and philosophical foundations.
- Pedagogical approaches often involve interactive activities, case studies, and discussions to foster critical thinking and empathy.
- The author presents three approaches to contemporary human rights education practice: the Values and Awareness Model, the Accountability Model and the Transformational Model. Each model is associated with particular target groups, contents and strategies. (Understanding What We Do: Emerging Models for Human Rights Education. Felisa Tibbitts. International Review of Education volume 48, pages159–171 (2002) https://link.springer.com/article/10.1023/A:1020338300881
Focus and Impact:
- Human rights education primarily emphasizes individual rights, social justice, and equality.
- It equips individuals with the knowledge and skills to challenge discrimination, advocate for marginalized groups, and contribute to positive social change.
- https://repository.usfca.edu/ijhre/vol7/iss1/7/ Nairobi, young mothers, journal of hr. 2022.
Peace Studies:
- Definition and Purpose:
- Peace studies is an interdisciplinary field that explores the causes of violence, conflicts, and mechanisms for achieving sustainable peace.
- Its primary objective is to transform societies by addressing the root causes of violence and promoting peaceful coexistence.
- Curriculum and Methods:
- Peace studies draw upon various disciplines, including sociology, political science, psychology, and international relations.
- Approaches include conflict resolution techniques, peacebuilding strategies, and nonviolent communication.
- https://books.google.co.kr/books?hl=en&lr=&id=spTaRpQoHAAC&oi=fnd&pg=PR9&dq=peace+studies&ots=aEm-2whvQh&sig=e7GVClyYgqLPRvLerhmYhDgr3zs&redir_esc=y#v=onepage&q=peace%20studies&f=false
- Focus and Impact:
- Peace studies primarily focuses on understanding and resolving conflicts at individual, community, and global levels.
- It aims to foster a culture of peace by promoting dialogue, reconciliation, and the development of structures and policies conducive to peaceful societies.
- https://www.researchgate.net/profile/Sungyong-Lee/publication/367026167_Relational_Peace_The_Nature_of_Peace_Determined_by_the_Relations_between_Actors/links/63c178a3d9fb5967c2d3343f/Relational-Peace-The-Nature-of-Peace-Determined-by-the-Relations-between-Actors.pdf
Cosmopolitan Literacies:
- Definition and Purpose:
- Cosmopolitan literacies refer to the knowledge, skills, and attitudes necessary for active participation in a diverse and interconnected world.
- Its purpose is to cultivate global citizenship and intercultural competence, enabling individuals to navigate complex global issues.
- Curriculum and Methods:
- Cosmopolitan literacies encompass multicultural education, intercultural communication, and global perspectives in various disciplines.
- Pedagogical approaches often involve experiential learning, cultural immersion, and the exploration of diverse narratives.
- https://www.taylorfrancis.com/books/edit/10.4324/9781003320142/critical-perspectives-global-literacies-shea-kerkhoff-hiller-spires?refId=4ba16ab9-62ed-418b-9e35-99e69a196a49&context=ubx
- Focus and Impact:
- Cosmopolitan literacies aim to foster empathy, understanding, and respect for diverse cultures, identities, and worldviews.
- They enable individuals to engage critically with global issues, challenge ethnocentrism, and contribute to a more inclusive and interconnected world.
- https://meridian.allenpress.com/her/article-abstract/93/1/26/492174/Global-Flows-and-Critical-Cosmopolitanism-A
- https://www.emerald.com/insight/content/doi/10.1108/S1479-368720220000039011/full/html
Similarities:
- All three disciplines share a common goal of fostering global citizenship and contributing to a just and harmonious world.
- They emphasize the importance of critical thinking, empathy, and active engagement in addressing social and global challenges.
- They promote the understanding of interdependence, interconnectedness, and the recognition of shared human values.
Differences:
- Human rights education focuses primarily on human rights principles, social justice, and equality, whereas peace studies delves into conflict resolution, peacebuilding, and nonviolent strategies.
- Human rights education often emphasizes legal frameworks and historical contexts, while peace studies draws upon various disciplines to explore the causes of violence and conflicts.
- Cosmopolitan literacies, unlike the other two disciplines, place a stronger emphasis on intercultural communication, multicultural education, and the cultivation of intercultural competence
Conclusion: Human rights education, peace studies, and cosmopolitanism are distinct disciplines that contribute to the development of a just and harmonious global society. While human rights education focuses on individual rights and social justice, peace studies tackles conflict resolution and peacebuilding. In contrast, cosmopolitanism emphasizes global citizenship, cultural diversity, and the recognition of common humanity. Together, these disciplines offer complementary perspectives and tools for fostering empathy, understanding, and positive social change on both local and global scales.
Which one is more decolonial in its methodology?
In terms of decolonial methodology, peace studies and cosmopolitanism can be seen as having a stronger inclination towards decolonial perspectives compared to human rights education. Here's a brief analysis:
- Peace Studies:
- Decolonial Perspective: Peace studies, with its interdisciplinary approach, often acknowledges and critiques the historical and structural legacies of colonization that have contributed to conflicts and violence. It seeks to challenge oppressive systems and power dynamics.
- Decolonial Methodology: Peace studies may incorporate decolonial methodologies by centering the voices and experiences of marginalized communities affected by colonialism, engaging in critical deconstruction of dominant narratives, and promoting inclusive and participatory approaches to peacebuilding.
- Human Rights Education:
- Decolonial Perspective: While human rights education addresses issues of social justice and equality, it may not explicitly engage with the decolonial critique of human rights frameworks. Human rights discourse can sometimes be critiqued for its Eurocentric origins and its potential to reinforce power imbalances between Western and non-Western societies.
- Decolonial Methodology: Human rights education can adopt decolonial methodologies by critically examining the historical context of human rights, incorporating diverse perspectives and voices, and challenging dominant narratives and power structures within the human rights discourse.
- Cosmopolitanism:
- Decolonial Perspective: Cosmopolitanism, with its emphasis on cultural diversity and intercultural dialogue, can provide a framework for challenging colonial legacies by recognizing and valuing the knowledge, practices, and perspectives of non-Western cultures. It promotes the idea of equality among diverse cultures and challenges hierarchical and exclusionary worldviews.
- Decolonial Methodology: Cosmopolitanism can adopt decolonial methodologies by actively engaging in decolonizing practices, such as decentering Western knowledge, recognizing and addressing power imbalances, and amplifying marginalized voices and narratives.
While both peace studies and cosmopolitanism have the potential for decolonial methodologies, it is important to note that the degree of decolonial engagement can vary within each field and across different scholars and practitioners. It ultimately depends on how individuals within these fields approach and integrate decolonial perspectives into their research, pedagogy, and activism.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Mascots, Mottos, Manifestos, & Missions: Multiliteracies Pedagogy & Multimodal Activities STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: mascots-mottos-manifestos-missions-multiliteracies-pedagogy-multimodal-activities UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/mascots-mottos-manifestos-missions-multiliteracies-pedagogy-multimodal-activities.html DATE: 07/17/2023 06:25:13 AM ----- BODY:
Asia TEFL
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Tooling about in Applied Linguistics STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: tooling-about-in-applied-linguistics CATEGORY: Conferences CATEGORY: Dialogs of Discomfort CATEGORY: EFL CATEGORY: Kinds of Literacy CATEGORY: Lifelong Learning Journal CATEGORY: PD Journal CATEGORY: Pedagogy CATEGORY: Professional Development UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/tooling-about-in-applied-linguistics.html DATE: 07/17/2023 04:55:07 AM ----- BODY:Tooling about in Applied Linguistics
Still not a fan.
How does this help my learners?
Learners learn in their own customized way or what is the British term I can never remember - bespoke, that’s it.
Or do we need to manufacture learning like the students are cookies? Cut off those edges and keep inside the lines.
I feel that applied linguistics are algorithms on steroids. Instead of liberating educators, learners, and even the processes of our systems and structures of learning, they doom it to predictability.
A big part of language learning is repetition. I think games are good for that. But the old style of classroom learning or training is for emergent industrial workers. Isn’t this passe? And those able to sidestep this industrial style of learning have the resources to do so. No money, suffer the institutionalization of a mediocre education system.
While looking for a frame (another one) for my dissertation, I re-focused on multiliteracies.
Good idea but too much about pedagogy for what I was doing in my dissertation.
So I sought to re-purpose the literature review on multiliteracies to a conference theme. I did that with AsiaTEFL, focusing on multiliteracies to analyze my teaching and students’ work.
There was another chance to present for ALAK, which I’ve never presented for, and wanted to see if I was a good fit as I’m looking for more places to present within Korea. So I took up their theme and started looking at how I could take my AsiaTEFL study and widen or deepen it with a new area to me (applied linguistics) compared to my literacy, culture, and language education focus. Yikes. The deep dive found some fabulous info. Too much of course. But so much of it reminded me of what I was trying to escape from when I choose to study LCLE. The focus on systems over learners literally made me lose my breath. And not in a good way.
My process to make an abstract for ALAK 2023
Why I rejected it: I want constructivism not cognitivism. I have an MBA and a MSED in IST. Believe me, I love measuring, controlling, and evaluating. To help me attain my goals. Not to over-write them. We are saturated with so much quantitative info we often let that reject our own intuitions. I’m afraid that the AP studies I’ve read attempt to crowd out my 27 years of experience as both a learner myself as well as observing my learners’ processes.
What AI had to say about it:
Multiliteracies is an educational approach that emphasizes the development of multiple literacies, including traditional reading and writing skills, as well as other forms of communication such as visual, digital, and multimodal literacies. While both cognitivism and constructivism are influential learning theories, multiliteracies tends to align more closely with the principles of cognitivism than constructivism.
Cognitivism is a learning theory that focuses on the mental processes involved in learning, such as perception, memory, attention, and problem-solving. It posits that learners actively process information, organize it, and construct knowledge based on their existing cognitive structures. Cognitivism emphasizes the importance of understanding and internalizing information in order to construct meaning.
Multiliteracies aligns with cognitivism because it recognizes the cognitive demands involved in navigating and making meaning from diverse forms of communication. In a multiliteracies framework, learners are encouraged to critically analyze and interpret various modes of representation, including text, images, sounds, and multimedia. They engage in cognitive processes such as comprehension, analysis, synthesis, and evaluation to make sense of these different modes and construct meaning from them.
On the other hand, constructivism is a learning theory that emphasizes the active construction of knowledge by learners through their interactions with the environment. It posits that learners construct their own understanding and knowledge by integrating new information with their prior knowledge and experiences. Constructivism emphasizes hands-on, experiential learning, and the social and collaborative aspects of knowledge construction.
While constructivism is a valuable theory in education, multiliteracies may focus less on it because of its emphasis on cognitive processing and analysis of multiple modes of representation. Multiliteracies recognizes that meaning-making in today's digital and information-rich world requires learners to engage with a wide range of texts and media, which may not always lend themselves to hands-on, experiential learning or direct interactions with the environment. Instead, multiliteracies places greater emphasis on the cognitive processes involved in understanding, analyzing, and critically evaluating diverse forms of communication.
In summary, while both cognitivism and constructivism offer valuable insights into learning, multiliteracies aligns more closely with cognitivism due to its focus on the cognitive processing and analysis of multiple modes of representation, rather than the active construction of knowledge through hands-on experiences and social interactions emphasized by constructivism.
So I also asked about multiliteracies and English language teaching:
Multiliteracies can greatly enhance English language teaching by acknowledging the evolving nature of literacy in today's digital and globalized world. Here are some ways in which multiliteracies can support English language teaching:
Multiple modes of representation: Multiliteracies recognize that language is not limited to written text alone. It encourages the exploration and analysis of diverse modes of communication, including visual, digital, and multimodal texts. By incorporating various forms of media, such as images, videos, and interactive digital resources, multiliteracies provide a more comprehensive and engaging learning experience for English language learners.
Authentic and meaningful contexts: Multiliteracies emphasize the importance of learning in authentic and meaningful contexts. It encourages the use of real-world materials and tasks that reflect the linguistic and cultural diversity encountered by English language learners. By engaging with authentic texts, learners develop their language skills in relevant and practical ways, improving their ability to comprehend and produce English language in real-life situations.
Critical literacy skills: Multiliteracies promote critical literacy skills, enabling learners to analyze and evaluate texts critically. This includes questioning the author's purpose, identifying biases, evaluating credibility, and interpreting messages in various media formats. By developing critical literacy skills, English language learners become more discerning consumers and producers of English language texts, allowing them to navigate and understand different perspectives and viewpoints effectively.
Digital literacy: In today's digital age, digital literacy is an essential component of English language teaching. Multiliteracies recognize the significance of digital technologies and the need for learners to be proficient in using digital tools for communication, research, and expression. By integrating digital literacy skills, such as navigating online resources, evaluating information credibility, and creating digital content, multiliteracies support English language learners in effectively using digital platforms to enhance their language skills.
Cultural awareness and intercultural competence: Multiliteracies foster cultural awareness and intercultural competence by exposing learners to diverse cultural perspectives and practices through texts and media. By exploring literature, films, and other cultural artifacts, learners develop an understanding and appreciation for different cultures, fostering empathy and respect. This broader cultural awareness enhances learners' ability to communicate effectively and respectfully in multicultural and multilingual contexts.
Collaboration and communication: Multiliteracies promote collaborative learning and communication. Learners engage in meaningful interactions with peers, both face-to-face and online, to co-construct knowledge and meaning. Through collaborative tasks, such as group projects, digital storytelling, and online discussions, English language learners develop their language proficiency, interpersonal skills, and the ability to work effectively in diverse teams.
Overall, multiliteracies provide a contemporary and comprehensive approach to English language teaching, integrating traditional language skills with digital literacy, critical literacy, cultural awareness, and collaborative learning. By embracing the principles of multiliteracies, educators can better prepare English language learners to navigate and thrive in a complex, interconnected, and increasingly multimodal world of communication.
The last pieces were written by AI but they saved me some time wondering if my disquiet was justified. These pieces helped me put this to rest as the answers are not very interesting in and of themselves but only in relationship to sociocultural aspects of teaching and learning. It’s not that multiliteracies doesn’t incorporate culturally relevant teaching but that its focus is more about measurements and less about sociocultural factors that impact learning.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Ibsen STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: ibsen CATEGORY: GJ ACC CATEGORY: Gwangju CATEGORY: Performances CATEGORY: Wellbeing CATEGORY: Women UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/07/ibsen.html DATE: 07/10/2023 01:02:00 AM ----- BODY:
As part of my recovery, I am re-learning how to do things alone. I used to be able to pop about Gwangju, going from event to event, without breaks. Now everything must be planned. I need to make backup plans. Not just a contingency plan but an emergency plan as well.
Upon completing my semester, I pushed myself to go to an event in the evening at ACC. Doll's House was playing. It was in Theater 3 which I would never have found based on the ACC layout plans available online. It was a kind security guard who literally walked me to the theater that helped me broker my first plan that went awry. Actually, several others before that happened. Thinking I could walk from my office to the ACC. I took the shuttle down the hill and walked to the city bus stop. And took a bus the few stations I needed. I went and begged a drink and a snack at Nirvana, knowing I was likely to be too early for them to really be open and ready. But the transport and the sustenance went well. And the walk from Nirvana to Theater 3 was at the edge of what I could endure, walking fast because I was late. The guard saved me. And the screening, not a live show, was free.
It was a 3-hour show. I had to leave at about 2.5 hours because I physically couldn't sit any longer. I thought it was a live play, but it was a recorded version of Seoul Arts Center. And it was an excellent show. All in Korean language I did not understand that much. But I know the story already. At least the basic characters and plot line. I hated the opening and was thinking I would not make it long if it was only a dull narrative with limited visuals, but all that changed into a freaky deeky opening of modern dance, men and women in nightgowns leveraging each other and themselves and regularly moving log benches. Delightful. The show continued with its weird and wonderful visual interpretations. The bed on rollers indicating the infantilization of the main character Nora. The wall-less stage with little sculptures of varying objects. The facial expressions were exquisite, the volubility of the various voices - emotional. I loved the use of objects for meaning-making: the scattering of cards in the wind by Dr Rank, the buckets. Oh, how I love Koreans use of metal buckets in plays!!! Multi-purposed into anger expressions and banging for Krogstad then transitioned into a walking bridge of precarity for Nora. The costume changes were simple and relevant to plot changes. And the dancing. Kristine was a powerful delicacy of her epiphanies and resurgence.
When watching I was thinking how timely this story still is. Women's rights are being knocked back in general in the world. Korea's continued dependence on women especially for financial support but the unwillingness to grant explicit power to them. Covid's pecuniary culture - everyone's broke from too many loans. Thoughts of suicide in a suicide-ridden culture. Then, of course, Korea's underbelly culture of gossip and castigating perceived losers. Divorce from a narcissist, I wonder how that played out specifically in Korean. But I know myself and others around me were all on the edge of our seats waiting to see what would become of Nora.
Thank you to ACC and SAC for making this free event possible. And a special thank you to the security guard who got me there. (Plus the funicular is open again!)
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2-5 pm July 8th Saturday at Gwangju National University of Education.
Title: Cheerleading the Self-Directed Investigations of EFL Teachers: Action Research & Practitioner Inquiry
Abstract: Want to celebrate something that went great in your class? Or perhaps you are scratching your chin, wondering what went wrong? Let’s get together to talk and write about it.
This workshop is a chance to reflect on your teaching and start writing it up for publication. The workshop will have three parts. First, we’ll do some brainstorming and reflection around our teaching for possible research questions. Part II will give a chance to extend group discussion or work silently on researching a literature review and frameworks for your study. Finally, a template will be shared to help organize the day's discussion and search into a mini-publishable report on your practitioner inquiry posed in the day’s workshop.
Action research or practitioner inquiry is qualitative research that marries the theoretical and the practical. It is a chance to look at your teaching practices. We can reflect and report on what we have already done that worked (or didn’t!) Or we can plan and implement new activities, frameworks, or theories that we have read about or picked up at workshops or conferences. Action research is something that most teachers do as they reflect and plan lessons. Sharing your perspectives with others in the field is an important chance to build knowledge together about teaching English in all of our unique contexts.
----- EXTENDED BODY: ----- EXCERPT: Action research or practitioner inquiry is qualitative research that marries the theoretical and the practical. It is a chance to look at your teaching practices. ----- KEYWORDS: action research, practitioner inquiry ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Value Shields STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: value-shields CATEGORY: ISD CATEGORY: Kinds of Literacy CATEGORY: KOTESOL CATEGORY: Presentations CATEGORY: Professional Development CATEGORY: Teacher Training UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/05/value-shields.html DATE: 05/19/2023 07:10:07 PM ----- BODY:Today's workshop in Jeonju.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Collab in Times of Anxiety STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: collab-in-times-of-anxiety CATEGORY: Action Research CATEGORY: KOTESOL CATEGORY: Presentations UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/05/collab-in-times-of-anxiety.html DATE: 05/10/2023 03:59:21 AM ----- BODY:My presentation is available on KOTESOL's Youtube channel, for free, until May 30, 2023
And this Saturday I will talk about my process of researching and creating this study. PPT here.
Yay to me for submitting my Proceedings paper to KOTESOL today!
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: My Book Rec for GJ-KOTESOL event: Cold War Cosmopolitanism STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: my-book-rec-for-gj-kotesol-event-cold-war-cosmopolitism CATEGORY: Books CATEGORY: KOTESOL UNIQUE URL: https://koreamaria.typepad.com/gwangju/2023/01/my-book-rec-for-gj-kotesol-event-cold-war-cosmopolitism.html DATE: 01/11/2023 03:11:43 PM ----- BODY:Hey! Check out my recommendation that I will share on Saturday at Gwangju-Jeonnam KOTESOL Chapter Workshop. (Find out more about the event on the Facebook Group Event.)
Cold War Cosmopolitanism: Period Style in 1950s Korean Cinema by Christina Klein is a great book to help migrant English teachers in South Korea understand their role in South Korea's language policy and planning goals and history. This book is a research study which frames and explains the cosmopolitan history of Korea since the middle of last century. By taking films and filmmakers from this time period the writer shows how culture flows were reciprocal between Korea and the West, and not a straightfoward cultural hegemony. The author positions South Korea as a culture producer both as a culture poacher and a cultural entrepreneur. This positioning helps to show how Korea was making Western ideas and culture into its own version of global domination that we see has emerged in this century with KPop, movies and streamed dramas. This book has great links to images and film clips and uses a feminist lens on the Korean legacies of Confucianism and post-colonial Japanese influence.
For free on Amazon and Open Access.
Check out my review by video.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: 2023 Professional Development STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: 2023-professional-development CATEGORY: Annual Professional Development UNIQUE URL: https://koreamaria.typepad.com/gwangju/2022/12/2023-professional-development.html DATE: 01/01/2023 06:43:00 PM ----- BODY:January
Gwangju-Jeonnam Chapter KOTESOL Workshop: attended & shared a book rec
Submitted 3 conference proposals (Accepted to 2!)
Awaiting feedback for dissertation proposal revision (Autoethnography approved!)
Lots of bureaucratic paperwork completed! (Special thanks to my awesome dept asst!)
February
KOTESOL International Conference Program Committee - proposal vetting
KOTESOL Financial Affairs Committee audits - has been postponed
Goal: Gwangju-Jeonnam Chapter KOTESOL Workshop
Reality: did not attend but prepped by studying about current issues in linguistics
Prep teaching semester
Dissertation proposal - changed conceptual frame from Multiliteracies to Funds of Knowledge
Goal: Submit one - five more conference proposals
Reality: submitted 2 more; decided against 2
March
Teaching - welcome and assessment. Teaching topics on: Earth Day; Child Abuse; Juvenile Delinquency; Youth Unemployment.
Contract changes. Chosun University is returning to full-time weekly hour minimum as 9 credits, not 10. But departments are encouraged to give no more than 9 credits to any faculty. Thus, my department is tossing around eliminating one of my two sections for my sophomores and keeping both of my freshmen sections. Both courses are required for the major. I've taught this course for over 10 years, usually 2-4 sections at about 20-50 students. If a section is cut that may mean I have 60 students in one class, Yikes. I don't lecture; I do experiential, student-focused lessons. One thought was to have 3 cohorts within the 60 students with each having one class hour with me as facilitator and two class hours on content creation, reflection and review that can be done independently. But that would require a lot of outside of class grading for me that may not be sticky for my learners to improve as well as make rapport harder to encourage. Instead I'm thinking to have a foundation artifact with exploratory activities to spark the content for the week, then have learners give a presentation as a group on the topic and third hour would be response making time with audience participants giving feedback to presenters as another presentation opportunity but as an individual respondent. Lots of staging of pre-making presentations and scaffolding constructive criticism, but do-able. 12 weeks of content with groups of 5 people. Another five students assigned to respond to group presentation. Two weeks of preparation and orientation. No midterm. And final two weeks of portfolio reflection activities.
Presented online to advisor and peers at IU's C&I GRaS on March 3 at 3:45am "Deconstructing Myself: An Autoethnography on Liminality and English Language Teaching"
Signed up but did not attend IU's grad series workshop on publishing. Just couldn't do another middle of the night event.
Dissertation proposal - sidetracked into making an Autoethnography Reading list for a Read/Write study group that is supposedly postponed until May; re-reading funds of knowledge; updating research on autoethnography, decolonizing pedagogy and ELT contracts.
KOTESOL International Conference - registered
KOTESOL Financial Affairs Committee audits - updated that there will be quarterly meetings
Gwangju-Jeonnam Chapter KOTESOL Workshop - did not attend but prepped by reworking previous lesson using photos to make book covers; joined KakaoTalk group for discussion of autumn regional conference.
Jeonju Chapter KOTESOL - was hoping to attend but was too exhausted from week's work.
Daejeon Chapter KOTESOL - online workshop about Post-Secondary International Students’ Perceptions of Their Experiences in South Korea.
Reflective Practice SIG KOTESOL online workshop on lesson planning. Made a document to show my process.
Watched Kester's KOTESOL on Pedagogy of Vulnerability
Watched Women & Gender Equity SIG KOTESOL online interview of Valies & Hunsberger on Black Voices in ELT in Japan.
Discussed how I could help KOTESOL IC Discord; voted about reading group for TESOL Journal; thinking to start a reading group through Amazon Book Club.
Editing KOTESOL IC presentation, video and proceedings about "Collab in Times of Anxiety"
Submit another conference proposal - on the fence; sitting on a lot of research for proposals not submitted, what to do with info for easy retrieval and sharing?
April May until mid June
The following is made with ChatGPT. It took my 'done' list and turned it into sentences.
I was accepted to Asia TEFL. I successfully registered for Asia TEFL.
I received acceptance to SNU ICER.
I've been conducting AI testing on different programs. I worked on several AI apps. I used ChatGPT for various minor tasks.
I completed an AI Edx course.
Unfortunately, I had no luck joining the Discord for KOTESOL.
Unfortunately, I had no luck submitting a reimbursement for the KOTESOL conference.
I watched Ryan successfully defend his dissertation.
I attended a CT SIG event.
I watched the end of one live presentation at KOTESOL conference. I watched a couple of online videos from it. And looked at one poster presentation.
I have participated in several RP SIG journal daily challenges.
I applied for the Jeonju CHAP May workshop on value shields. I was accepted and successfully facilitated a workshop.
I attended the Zoom meeting for the RP group in May.
I submitted an AR abstract to the GJ CHAP.
I signed the CHODAE MOU for a new contract.
I created a PowerPoint presentation for the GJ May chapter.
I received acceptance to JALT.
I was named one of the 30 in 30 by KOTESOL.
I submitted the KOTESOLIC proceedings.
I conducted research on ICQI.
I attended the April and May meetings for GJ KOTESOL. But I didn't go to the June field trip to the Biennale.
I'm currently making plans with Lisa Mac to attend the GETA et al. conference.
I'm having a hard time keeping up with the daily reflection prompts.
I was too tired to attend the RP Zoom meeting in June.
I've been trying to work on research projects but my teaching has taken up my time. Plus tons of grading.
July
- Action Research Workshop
- Did not go to the GETA et al conference. I triple-booked myself.
- Submitted a request from Gwangju News. Article on Value Shields (publish date Aug 2023)
- Working my daily writing plan. Ibsen. Value Shields for Voices & GN. Trauma-informed collaboration.
End of the year. My American me is reminded why I love living in Asia. Holiday fervor is not up my butt. I was surprised this year how much Halloween was celebrated by the coffee shops along my path as well as my university having a small festival of it which also coincided with the end of midterm exams. Then the Itaewon tragedy happened and decorations were taken down in solidarity with those who lost their lives and the collective grief and PTSD the public were experiencing.
Korea has its own Thanksgiving, and there are so many Canadians here that there is a big push of that in early October. By the end of November it's American Thanksgiving time. And for my extended family, November is a big marriage month, with lots of anniversaries celebrated. (And I just realized the other day that my parents, my siblings and even my nieces and nephews, there hasn't been one divorce. Hmm. Unusual? Or a new normal?) So I like November to be all Fall-like and full of gratitude as a preliminary push for my final reflections of the year.
I'm not a big holiday celebration person. The waste that goes on decorating and gift giving is too chokingly consumerish for my liking and values. I do like holidays and have had many happy ones and many boring ones and many contentious ones. I like me a little Christmas in July when it's super hot and want to be reminded of cold and snow. I love food and enjoy watching me a bunch of Thanksgiving or Christmas making menus - for nostalgia rather than to recreate it again in real life. But. I've become so irritated with so many of my YouTube subscriptions posting about decorating for Christmas and it’s not even Thanksgiving yet. (Kirsten & Joerg; Nicolas Fairford; Wyse Guide).
- https://youtu.be/Y9zbQwv0WNY
- https://youtu.be/hsHzhcrYsT
- https://youtu.be/Ff6YlyVXeXc
- https://youtu.be/uN0fHUV-O3k
- https://youtu.be/7fH059lvb44
- https://youtu.be/51NLnv9yEuI
- https://youtu.be/xlwrqhxLN3c
- https://youtu.be/6iMCgyGVzlw
Recovery
Not in hospital. First time in two vacations.
Regular check ups with Diabetes doctor and Kidney Doctor.
Goodreads Evidence
Hard to see - audiobooks
Hard to walk - delivery
Present at ThaiTESOL as KOTESOL representative
ThaiTESOL experience
Updated my situation with IU
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: A Well-Being Reader STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: a-well-being-reader CATEGORY: Wellbeing UNIQUE URL: https://koreamaria.typepad.com/gwangju/2022/07/a-well-being-reader.html DATE: 07/07/2022 09:54:59 PM ----- BODY:What is well-being?
What is the Korean meaning of well-being?
What is well-being culture?
What is teacher well-being?
Engagement and well-being matrix
Well-being design and barriers
Positive Psychology and well-being
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: AsiaTEFL 2021 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: asiatefl-2021 CATEGORY: Action Research CATEGORY: Conferences CATEGORY: Cosmopolitanism CATEGORY: EFL CATEGORY: Presentations CATEGORY: Qualitative Research UNIQUE URL: https://koreamaria.typepad.com/gwangju/2021/11/asiatefl-2021.html DATE: 11/04/2021 02:28:20 AM ----- BODY:Title: Power and privilege in the classroom: South Korean students flex their English language epistemic resources
Bio: Maria Lisak teaches administration and welfare at Chosun University in South Korea. She is a lifetime member of KOTESOL. She is an active Gwangju-Jeonnam Chapter member committed to reflective teaching practices. She is currently working on her EdD from Indiana University in literacy, culture, and language education. Email: gwangjumaria@yahoo.com
20 minute presentation - or on Youtube
Reference List:
Antony, M. G. (2016). Exploring diversity through dialogue: Avowed and ascribed identities. Communication Teacher, 30(3), 125-130.
Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. Routledge.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum.
Freire, P. (1998). 2.2 Teachers as cultural workers Letters to those who dare teach.
Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of research in education, 25(1), 99-125.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Hawkins, M. R. (2014). Ontologies of place, creative meaning making and critical cosmopolitan education. Curriculum Inquiry, 44(1), 90-112.
Holland, D. C. (2001). Identity and agency in cultural worlds. Harvard University Press.
Lewis, C. (2007). Reframing sociocultural research on literacy: Identity, agency, and power (pp. 1-11). P. Enciso, & E. B. Moje (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Lisak, M. (2018, Oct 7). Critical cosmopolitanism: Empathy, negotiation, and hospitality in South Korean EFL [Presentation]. First International Conference on Literacy, Culture and Language Education at Indiana University. Bloomington, Indiana, USA. https://docs.google.com/presentation/d/1sjSLXBqsFTfp7b9gEuo-KM-NZX4m1lRmnUVesfjtBb4/edit#slide=id.p7
Moya, P. M. (2006). What’s identity got to do with it? Mobilizing identities in the multicultural classroom. In Identity politics reconsidered (pp. 96-117). Palgrave Macmillan, New York.
Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in urban education. The Urban Review, 38(1), 1-26.
Nygreen, K. (2013). These kids: Identity, agency, and social justice at a last chance high school. University of Chicago Press.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL quarterly, 33(3), 329-348.
Pennycook, A. (2017). The cultural politics of English as an international language. Routledge.
Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
Usmonova, M. & Lisak, M. (2019, March 9). Learning about Refugees from Syria & Yemen: Lesson Plans for Korean Learners [Presentation]. Gwangju-Jeonnam KOTESOL Regional Conference. Gwangju, South Korea. https://koreamaria.typepad.com/gwangju/2019/03/learning-about-refugees-from-syria-yemen-lesson-plans-for-korean-learners.html
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Ontology & Epistemology STATUS: Publish ALLOW COMMENTS: 0 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: ontology-epistemology UNIQUE URL: https://koreamaria.typepad.com/gwangju/ontology-epistemology.html DATE: 08/12/2021 03:55:21 AM ----- BODY: ----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: PD 2021 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: pd-2021 CATEGORY: Annual Professional Development CATEGORY: Funds of Knowledge CATEGORY: Gwangju CATEGORY: Publications CATEGORY: TOC UNIQUE URL: https://koreamaria.typepad.com/gwangju/2021/08/pd-2021.html DATE: 08/12/2021 03:18:14 AM ----- BODY:June
Shaffer, D. & Lisak, M. (2021, June). Language Teaching: Funds of Knowledge for the Classroom; an Interview with Maria Lisak. Gwangju News, 232, 28-30. Online magazine version: https://gwangjunewsgic.com/teaching/kotesol/funds-of-knowledge/
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Thoughts on the Willingness to Communicate STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: thoughts-on-the-willingness-to-communicate CATEGORY: Action Research CATEGORY: EFL CATEGORY: English Language Podcast CATEGORY: Motivation CATEGORY: My Ontology and Epistemology CATEGORY: My Reflective Practice CATEGORY: Podcast CATEGORY: Presentations CATEGORY: Professional Development CATEGORY: Recovery CATEGORY: Teacher Training CATEGORY: Teaching CATEGORY: Workshops CATEGORY: Zoom UNIQUE URL: https://koreamaria.typepad.com/gwangju/2021/01/thoughts-on-the-willingness-to-communicate.html DATE: 01/28/2021 01:39:17 AM ----- BODY:Background: I teach social welfare administration in English at a university in South Korea. I have been an educator in South Korea for 25 years. Here are some of my thoughts on barriers impacting learners' willingness to communicate.
I'm here to talk about the willingness to communicate. It's not a theory that I know well, but I kind of have my own intuitive elements that I think about when I set up my classes with my students. Actually, I want to talk about the inhibition factors that I see in my classes that impact learners' willingness to communicate. These inhibition factors include: familiarity; preparedness; cultural hierarchy & stereotypes; confidence; test-taking culture; and maturity.
I think familiarity is always key. If my students don't know each other, if they don't know me, if they don't know the expectations of the course, they're not as willing to communicate. But as they get to know each other, they get to know themselves, they get to know me, my pronunciation and expectations, and the course itself, they participate more readily.
Another thing that is very important in my classes, which are not leveled in language proficiency, is preparedness. I have students with very poor English skills together with students who are nearly proficient, and this can really shut down all levels. Less-able learners are shy to show their limits, and students who are proficient don't want to come across as show offs. Preparedness for group discussions is modeled with a method where my students know the discussion questions beforehand and they prepare their answers beforehand. Then we get into a series of different groups for group discussion. The first time is in larger groups. Oftentimes they're just reading their answers, but then they have to go to smaller and smaller groups with different students, and eventually just being with a partner, they are speaking more extemporaneously and less about reading their prepared answer. This way they use their written answers less and they speak more because of that repetition practice. The less prepared a student is, the less they are willing to engage.
Another thing that inhibits talk in my class, or actually maybe just structures who is talking, is the different cultural hierarchy and stereotypes here in South Korea. For example I teach primarily women, I have few men in my courses. However, especially in Zoom these days, every time I go into a Zoom break out group, it is a man leading the discussion, not one of the women. While women do lead the discussions that does happen as often as the ratio of female to male in the groups should tally. This is surprising to me how much deference is given to letting the males lead the conversation. The other thing that organizes who is a group leader and how a group is willing to communicate with each other is in terms of age. An older student is more likely to be the group leader, and they'll be the one encouraging or organizing the group discussion.
Another inhibition factor is about confidence. Very early in our study together I really emphasize being safe and comfortable to take risks and to accept challenges. Students need to be brave; we all do, right?! Especially because we're always continuously learning. Many times my students who are introverted actually have a lot of confidence, they just don't like to work with others or talk with others, so getting them to understand the different nuances of their confidence is important. Sometimes their knowledge, comfort and ability can help an extrovert who is nervously chatting non-stop to stop and be able to balance it with purposeful silences or pauses. Sometimes they don't think about those different behaviors when they're interacting with each other
Another big problem I have to deal with in the South Korean context is my students just want to do the work and be done with it. It's not about communication, right? It's just: "What do you need me to do? Let me do it. Let me get it done. Task over?" Test completion compared to an organic learning process as a lifelong learning habit can be a very real inhibitor to communication. Are they taking responsibility for themselves or are they stuck in that test-taking mentality, which is everywhere in Korea, where they've been required to do that their whole life. I don't blame them for that but they need to have some maturity, and that's the last issue that I think about in terms of inhibitions.
The maturity level of my students has a big impact on their willingness to communicate. If they are mature enough to actually see the value and the advantage of doing what we're doing, of practicing the language, then they are more willing to communicate. If they see our work as something that doesn't connect at all to their life, their goals, their interests, their learning purpose, they really don't see a value in it. While I do see myself as a bit of a salesperson to convince my students of the value of what we are learning, as adult learners they should already be able to seek out the value of any emergent learning opportunity.
I feel these inhibition factors (familiarity; preparedness; cultural hierarchy & stereotypes; confidence; test-taking culture; maturity) are some of the key things that I think about when I'm organizing my class. This post may not be about the specifics of the willingness to communicate theoretical model, but I hope this helps others organize their own theories about learners' willingness to communicate.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Plant Hospitality STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: plant-hospitality CATEGORY: Cosmopolitanism UNIQUE URL: https://koreamaria.typepad.com/gwangju/2021/01/plant-hospitality.html DATE: 01/27/2021 10:35:13 PM ----- BODY:Ssangchondong
Finch in tree
Mart man calling me Jisandong
Songi visit with American gifts
Before I go to America
Skin hibiscus tea
From Pedro
Before going to Sri Lanka and Myanmar
But a crew of sparrows
Coming thru McDonald's drive thru
Is the topperSunday
- Teflology: Rasha Halat on Teacher Training. Lebanon.
- AMA. Kotesol. Allen Davenport
- Network to find tutor
- Art article
- Fareed Zakaria Lowy lecture: Covid and world order
Monday
Tuesday
Wednesday
Thursday (Jan 28)
- Diabetes: D & water; share app w dr
- Rosary, Latin
- Food: Clootie Dumpling
- Gwangju & Vietnamese community
- HS & hacking
- NYBR: american adoption
- Clear podcast subscriptions
- HTC Getting Unstuck
- Byron Katie
- Looked at my Trello DB. Wrote and made stuff. Irritated with technology. Made a Canva for Instagram but can't upload via my computer. Adding pictures to a Typepad post will always upload original orientation, tho I've changed and resaved as a new file. Lots of tedium. From disuse or is there some computer problem between my hard drive, LAN and the internet? So, found old poem to reflect on, old creative idea to continue to riff off, and screenshots from a plant book that helps me metaphorize my radical hospitality framework. Worked on some more entries - started a doc for a play, listed out ideas into separate posts to research or follow up on. Re-engagement was fun and interesting overall.
- Testing out transcription services on my new phone.
- Testing out caption files from Youtube videos
- Editing my captions into a blog post (willingness to communication video)
- KOTESOL colleague project - give feedback
Friday
Saturday
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Classic books STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: classic-books-2 CATEGORY: Books UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/12/classic-books-2.html DATE: 12/31/2020 06:35:34 PM ----- BODY:https://en.m.wikipedia.org/wiki/History_of_literature
Charles Dickens
Martin Chuzzlewit: too many storylines. I could never get that invested.
Edith Wharton
House of Mirth: hard to read and empathize with this story.
Harper Lee
To Kill a Mockingbird: hard read. Can’t believe I wasn’t required to read this in middle school.
HG Wells
The Invisible Man: much scarier and evil than I thought it would be.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: KAMALL 2020 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: kamall-2020 CATEGORY: CALL CATEGORY: Conferences CATEGORY: Digital Media and Learning CATEGORY: KOTESOL CATEGORY: TELL UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/10/kamall-2020.html DATE: 10/11/2020 05:41:28 PM ----- BODY:Title: Scaffolding Rapport in Online Learning Spaces: Sharing Posters about Values and Power
Bio: Maria Lisak just celebrated her 24th year in South Korea. This year is also her 35th anniversary from graduating from high school. Since then, she's never left learning! Flight school, philosophy, economics, business, teaching English, educational technology, Reiki, meditation, reflexology, Swedish massage, and now Literacy, Culture and Language Education. Maria is a lifetime KOTESOL member, loves reflective practice, and material making for classroom adventures.
Abstract:
This presentation will introduce two activities that have been conducted for Korean university students in Southwestern South Korea. English levels of learners vary from false beginner to proficient in English. To teach ESP (English for specific purposes) for courses in administration welfare, two different projects are used as foundations for the semester - Value Shield and Super Hero Power. These activities are set up to support and encourage students to have confidence about using English and not let English use them. The educator elicits learners' values and conceptualizations about power to help students' develop agency and express the fluidity of their identity in a safe space. These activities which worked in face-to-face classrooms to build rapport among students are analyzed for their relevance in online spaces like Zoom.
Link to Google slide presentation
Links in the Video:
Value Shields
- https://koreamaria.typepad.com/gwangju/2016/10/gjkotesol.html
- https://koreamaria.typepad.com/gwangju/2017/11/student-favorites-connecting-the-classroom-to-the-community.html
Super Hero Posters
- https://padlet.com/koreamaria1/lg8or7du9m5e
Technology Options
- Video: https://animoto.com/education/classroom
- Poster: https://www.canva.com/create/posters/
References
Antony, M. G. (2016). Exploring diversity through dialogue: Avowed and ascribed identities. Communication Teacher, 30(3), 125-130.
Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum.
Freire, P. (1998). 2.2 Teachers as cultural workers Letters to those who dare teach.
Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of research in education, 25(1), 99-125.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Hawkins, M. R. (2014). Ontologies of place, creative meaning making and critical cosmopolitan education. Curriculum Inquiry, 44(1), 90-112.
Holland, D. C. (2001). Identity and agency in cultural worlds. Harvard University Press.
Lewis, C. (2007). Reframing sociocultural research on literacy: Identity, agency, and power (pp. 1-11). P. Enciso, & E. B. Moje (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Moya, P. M. (2006). What’s identity got to do with it? Mobilizing identities in the multicultural classroom. In Identity politics reconsidered (pp. 96-117). Palgrave Macmillan, New York.
Nygreen, K. (2006). Reproducing or challenging power in the questions we ask and the methods we use: A framework for activist research in urban education. The Urban Review, 38(1), 1-26.
Nygreen, K. (2013). These kids: Identity, agency, and social justice at a last chance high school. University of Chicago Press.
Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL quarterly, 33(3), 329-348.
Pennycook, A. (2017). The cultural politics of English as an international language. Routledge.
Hey! Join us in the Zoom (find details in our Facebook group). Or join asynchronously via Padlet.
Workshop: A Letter to Covid: Reflective Practice Postcards
In this workshop participants are invited to make reflective postcards about their teaching practice. The workshop will have conversational as well as meditative activities to help participants move beyond words to express 2020’s complicated teaching environment. By making a personal milestone in the form of a multimodal postcard during the session, the facilitators hope to foster reflection and healing in these difficult times.
Ideas to help your reflection
Multimodal Reflection
Art is a great way to study language, do reflection, and also implement social justice pedagogy. Social justice teaching encourages learners to do something to better the community. A low-risk, art-based way to do this is to send postcards. Postcards could be sent to the government as an awareness campaign activity. Sending thank you postcards to social workers, teachers or those at the front of a social cause is another manifestation of postcards as social justice action. Additionally, sending postcards of encouragement to those who need it - the Comfort Women at House of Sharing or another person, maybe a student who is especially struggling these days, are small, creative, heart-felt and reflective ways to be in community with others. Learning in traditional setting like school can utilize these social justice practices. But Gwangju also implements these social justice postcard activities at art events around town. Gwangju city has had several postcard interactive kiosks at events (Asia Culture Complex, Daein Night Art Market, Mother Exhibits around the city) where postcards are provided. Attendees can write a message and who to send it to. The event leaders then send it on, free of charge. These types of 'snail mail' help us tap into the community at a slower, more reflective pace.
These types of multimodal texts lend themselves well to art-based research studies as well as studies on multiliteracies or embodiment. Message making too, is a great way to do reflective practice as a teacher, but also for students. It can be a formative, summative or cumulative assessment for a portfolio of work. Take a look at an article and book about how postcards, even as a metaphor for doing social justice action research, are ways to understand our world and help it.
Social Justice Art: A Framework for Activist Art Pedagogy
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Yearend 2020 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: yearend-2020 CATEGORY: TOC UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/08/yearend-2020.html DATE: 08/31/2020 03:28:00 AM ----- BODY:Start
What I like
Online Space to congregate
My learns so far
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: NCTEAR 2020 STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: nctear-2020 CATEGORY: Conferences CATEGORY: Cosmopolitanism UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/08/nctear-2020.html DATE: 08/26/2020 06:18:54 PM ----- BODY:Add photos
Just before Covid
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: MDG - Material Discussion Group STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: mdg-material-discussion-group CATEGORY: Covid CATEGORY: Learners' Work CATEGORY: Materials CATEGORY: Online Teaching CATEGORY: PASW Content CATEGORY: Teaching CATEGORY: Teaching During Crisis CATEGORY: TELL UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/07/mdg-material-discussion-group.html DATE: 07/20/2020 08:00:45 PM ----- BODY:During Covid I've amped up my usage of Padlet for Material Discussion Groups. Learners work alone or in groups (depending on level); choose a topic and teach it. This is followed by small group discussions and final reflection activities. This is a week's worth of homework and classwork (3h).
The presenting student (group) makes a presentation (ppt, prezi, gslides), presents it (often with a video recording sent to me before as evidence of a rehearsal). Students make a padlet where they upload the ppt, make a comprehension quiz of the topic (of a specific material like an article or video), and create 5 discussion questions for the small groups. This padlet is circulated to all students to prepare before small group discussions in our 2 hour of class time. The presenting student (group) leads the group discussion, note taking, collecting evidence of group discussion. Final reflections are for group leaders to add a summary of the group discussion to the padlet. All participants give feedback (in a Gform that comes to me) about what went well, what could be improved, and what they will do differently next time.
my student
my friends' baby
my friend
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Mental Health during Covid STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: mental-health-during-covid CATEGORY: Covid CATEGORY: Health UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/07/mental-health-during-covid.html DATE: 07/15/2020 11:41:29 PM ----- BODY:My friend and I were talking on Zoom this morning about our health. How easy it is when the weather is rainy and Covid confines us to home to 'give up' a little on life. The apathy that starts to take hold in our mind's chattering. How with so many problems that we can't make a plan or know what happens next.
find article link to living and knowledge making during covid. couldn't find it in my fb saves
This conversation reminded me of some of the dissertations I'm re-reading for my own disseration writing. In an online forum for my KOTESOL professional development, I mentioned dark funds of knowledge. This is dark knowledge from learners' lifeworlds like: surviving an abusive household; financial success as a gang member; maybe even how to live in a Covid world!
I think of the dark funds of knowledge my colleagues and students are developing. Will we never be able to 'go back' to 'normal' face to face interaction? I think of my students who are shy and prefer not to interact with others. Will this preference turn into a neurosis? I'm witnessing my colleagues 'outing themselves' about their mistakes and privileges. How does this reflection impact their future life both online and off? Will they bring up their video and air drop the link to someone instead of re-telling the story in a new relevantly contextualized iteraion?
Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the cultural politics of education, 30(3), 317-331.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: What is Love? STATUS: Draft ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: what-is-love CATEGORY: Qualitative Research UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/07/what-is-love.html DATE: 07/14/2020 10:04:25 PM ----- BODY:Knowledge result
Oh baby, don't hurt me
Don't hurt me
No more
No more
What is love?
Yeah
I give you my love, but you don't care
So what is right and what is wrong?
Gimme a sign
Oh baby, don't hurt me
Don't hurt me
No more
Oh baby, don't hurt me
Don't hurt me
No more
Whoa, whoa, whoa, whoa, whoa, whoa, oh, oh
What else can I say? It's up to you
I know we're one, just me and you
I can't go on
Oh baby, don't hurt me
Don't hurt me
No more
Oh baby, don't hurt me
Don't hurt me
No more
Whoa, whoa, whoa, whoa, whoa, whoa, oh, oh
How do we make spaces of safety and hospitality for those locked out of traditional education? How do we show a caring learning environment that never gives up on the learner? I wrote about my pedagogy of care and new chances as a newbie grad student in 2016. I look to this writing again as I have to, yet again, revise my teaching practice to accommodate my learners in a context none of us saw coming.
Everyone is now outside of a traditional learning space as we are all struggling with emergency remote teaching and learning. All of us need a safe and hospitable, generous space. All of us are melting snowflakes locked in our homes as spring springs outside and Covid seems to be taking a breather. And I wonder if my learners are feeling generous or are they irritated and angry at being boxed in, instead of let loose to build relationships and knowledge in the traditional setting of a university campus.
Early in my Zoom lessons, I was stressed about the silences of my synchronous online course. What did they mean? Am I talking too fast? Is my mic muted? Has the learner's wifi gone out? Are they having trouble with the technology, the language or . . . what? Silence has always been one of my best responses from my students. I have to lean in and hear what they are NOT saying in order best to help them.
How are you inviting silences? How have you elicited nothing but silence? Silence is not necessarily a bad thing. What are you doing with the silences in your remote learning situation?
Even in my regular face-to-face classroom, silences have been a big concern. Here in Korea I help my young adult learners interact in a language that has probably at some time in their life marginalized them, locking them out of their hopes. Time to stop and reflect is part of the full circle of learning; reflection is a type of reciprocity that we often rob ourselves. Traditionally, education focuses on inputs and outputs, but time to digest, look again, play some more, be quiet with and reflect is important. We need to go into the pieces that are not obvious about the input and output. We need a discursive space to practice reflexivity – see where we are biased and betrayed, sometimes by our own enthusiasm to solve a problem. We need time to reflect on our and others’ biases as well as our own ossified learning patterns. We need time to dig up our own fossils and get inspired to de-fossilize our practices.
This discursive playfulness is missing from my courses just now. Attempts to invite this experimentation get coopted by the technology that we have to use to engage. We have to fit into a technology in order to communicate and my learners are using technology to translate for them, instead of putting in the cognitive time of accessing from their brains what they already know in English. I trust a lot in hacking English with technology tools, but I worry for their adeptness in answering when in a real life situation they might not have a device or app good enough or fast enough for their communication needs. App translation and critical dialog on the topic of welfare and admin that we study. . . perhaps asking my students about this can be the next step in my own teaching reflection.
I am trying to understand how this lack is playfulness in our synchronous Zoom class emerges - whether it is my lack of scaffolding or my students' (lack of) response. As I document and analyse our engagement, I have been asking several questions about learning that speak to the larger frame of learning in the 21st century. I wonder if there is a difference between quality online learning, elearning or digital literacy? I wonder if we have to fit into the box of EdTech which is a corporatized version of learning. We are not in an online learning space doing distance education that has had a lead time to make an entire curriculum of materials and activities suitable to enhance learning. Instead most teachers are putting on a brave face and adopting face-to-face learning objectives, materials and engagement to online. Most teachers are doing the work of three people - an instructional designer, a subject matter expert, and a technologist/tech support manager. Some are offering online content but not online engagement. Everyone is struggling and everyone is learning - or resisting learning LOL! And this pressure makes me worry that I will be replaced with a MOOC version of me. All teachers should be worried as the economics of Covid materialize.
When teaching I like to have activities that are meditative. Multimodality serves this well. Incorporating music, movement, silent thinking about video, art object, or any realia, all are modalities that are curative and restorative as well as giving learners space to pull things apart without falling apart. However, one thing I note is that most of my learners resist the playfulness that we can engender in our campus classroom. My students are performing as if they need to be seasoned actors in a drama - their lines memorized, and sometimes even, their facial expressions rehearsed. Our class trust and experimentation are improving, but I still worry about how to establish safe online spaces. I worry about how to protect my learners' mistakes and errors so that don't end up harming them. I worry as teaching and learning get technologized that my learners aren't seen as whole beings but rather as a set of data artifacts that are either mandated tasks on a checklist declaring they 'did' the work or a high stakes documentation of their learning. I guess I am worried that we are being forced into a high stakes test of true false questions as opposed to a nuanced narrative of our personal learning stories. In the world of binary coding of our words and experiences I worry that the algorithms to control our future learning paths will not be freely naviagated, but filtered through a EdTech, out-of-the-box, LMS. One size fits all.
Jan
Teacher Training - Invited speaker EPIK
Publications:
- Hines, Mary Beth; Henze, Adam; Ivanova, Christina; Rowland, Leslie; Waggoner, Lottie; Lisak, Maria. “Action Research.” In Oxford Bibliographies in Education. Ed. Luanna Meyer. New York: Oxford University Press, 2019. Retrieved from https://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0140.xml?rskey=nAQMR3&result=4
-
Armbruster, K., Lisak, M., McNeill, E., Perry, C., and Ray, J. (2019). Multimodal discourse analysis. In Samuelson, B. L., Frye, J. M. Hare, S. & Covington, M. (Eds.). Short guides in education research methodologies (pp. +++). Bloomington, IN: IU Pressbooks. Retrieved from https://iu.
pressbooks.pub/ lcle700resguides/chapter/ multimodal-discourse-analysis/
Feb
Mar
Accepted but events were canceled
- Gwangju KOTESOL Conference
- Seoul KOTESOL Conference
- Busan KOTESOL Chapter Meeting
Online Synchronous Zoom Professional Development
- KOTESOL Zoom
- Busan KOTESOL Chapter Meeting
- Zoom for Educators in Korea
Apr
Accepted but event was online only. Did not think my workshop would work online.
- National KOTESOL Conference
Online Synchronous Zoom Professional Development
- Gwangju KOTESOL Reflective Practice
May
IU LCLE Newsletter Profile - Download LCLE Newsletter 3
Online Synchronous Zoom Professional Development
- Zoom for Educators in Korea
- Gwangju KOTESOL Reflective Practice
- Let's Keep Blending! BAND and Other Options for Blended Learning - hosted by Seoul Chapter KOTESOL
- What is Essential in Education? Empowering Educators and Leading Learners: Tools and Skills - hosted by Yongin Chapter KOTESOL
- The Networked Learning Conference 2020
- Online Teaching: Materials Design and Assessment - hosted by Gangwon Chapter KOTESOL
- National Council Meeting of KOTESOL
- Design Time with Wayne Finley - hosted by Yongin Chapter KOTESOL
Publications
- Lisak, M. (2020). A Literature Review on Queer Frameworks for Education and Literacy. In D. Shaffer & J. Kimball (Eds.), KOTESOL Proceedings 2019 (pp. 101-105). Korea TESOL. Download KOTESOL.Proceedings.2019 Lisak Maria 101-105
- Lisak, M. (2020). LGBTQ+ Community in the Korean Classroom. In D. Shaffer & J. Kimball (Eds.), KOTESOL Proceedings 2019 (pp. 205-207). Korea TESOL. Download KOTESOL.Proceedings.2019 Lisak Maria 205-207
June
KOTESOL Discord
July
Mentored and mentoring
Discord
August
IC LCLE Committee 2020
KOTESOL Gangwon: Workshop given
Discord
Fall
KAMALL Lisak, M.H. (2020, Nov 7). Scaffolding Rapport in Online Learning Spaces: Sharing Posters about Values and Power. KAMALL. Online. South Korea. http://kamall.or.kr/?r=home&c=sub05/sub05_01&p=3&uid=506
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: KOTESOL 2019 International Conference Proceedings STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: kotesol-2019-international-conference-proceedings CATEGORY: KOTESOL CATEGORY: LGBTQ+ CATEGORY: Publications UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/05/kotesol-2019-international-conference-proceedings.html DATE: 05/06/2020 07:10:21 AM ----- BODY:
Hey! The research paper and the workshop I gave at the KOTESOL International Conference last October are published in their Proceedings.
Lisak, M. (2020). A Literature Review on Queer Frameworks for Education and Literacy. In D. Shaffer & J. Kimball (Eds.), KOTESOL Proceedings 2019 (pp. 101-105). Korea TESOL.
Download KOTESOL.Proceedings.2019 Lisak Maria 101-105
Lisak, M. (2020). LGBTQ+ Community in the Korean Classroom. In D. Shaffer & J. Kimball (Eds.), KOTESOL Proceedings 2019 (pp. 205-207). Korea TESOL.
Download KOTESOL.Proceedings.2019 Lisak Maria 205-207
To see the rest of the entries in the 2019 Proceedings, become a member of KOTESOL. For back issues of proceedings, check here.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Things I like about Zoom STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: things-i-like-about-zoom CATEGORY: CALL CATEGORY: Digital Media and Learning CATEGORY: Media Literacy CATEGORY: Online Teaching CATEGORY: Teaching During Crisis CATEGORY: TELL CATEGORY: Zoom UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/04/things-i-like-about-zoom.html DATE: 04/21/2020 09:29:17 PM ----- BODY:Just some notes about what is working for me using Zoom in synchrous classes for university students.
What I like: Sharing my Browser
My Blog as LMS
I've set up my own LMS using a Typepad Blog. My students can access this without having to log in to any system. I share my browser and we walk through the blog like a checklist. It's our agenda. For me, in preparation, it's my lesson plan. It has all the links to collecting student work (Google Forms). I use it to emphasize instructions. It is a good space to keep announcements as things keep changing for us. At first our semester was postponed two weeks. Then we were to have two weeks online. Then three weeks. Then five weeks. And finally, my university stated the entire Spring semester will be online. I also share videos on our class blog to help students imagine our classroom, school building and the view of our city from our school building. My next steps will be to integrate some hashtags around our discipline of study as well as some Instagram and Twitter accounts that are relevant to our major area of study.
Google Drive
Gforms:
- When I share my browser I often open Google forms and demonstrate how to fill them out. I emphasize nonexamples about what NOT to do.
- I also share the results from these Gforms. Sometimes I share a visual of their answers that Gforms has generated.
Gform/Gsheets:
Giving Feedback on Gform/sheet: Other times I create a Google Sheet of their answers. With this GSheet I make a copy of it, eliminate all their personal info (name, student number, section number) and color code answers as to ABCDF style. While I give points only for doing the work (Pass/Fail), giving feedback like this is really sticky and memorable for the students. They can see how I reacted to their work. But they can also see other people's work and my responses across the board. I usually share my screen of their work during our live Zoom lesson. I often add comments to particular student work to emphasize good models and to error correct without causing any embarrassment to students as they don't know who wrote the answers. I have also used Screencastify to share my feedback on this as well. This way they can listen again at their leisure.
Giving Feedback from Zoom chat to Gsheet: Another way I share my browser is to ask the students a question during our Zoom and write their answer in the Zoom chat area. These answers I then copy/paste into a GoogleSheet and do feedback and error correction. The link to this GSheet goes on our blog so students can view this again at their leisure. Note: I freaking hate Zoom chat. I have set it so students can't private chat to each other. But. When they respond in Chat, the default seems to be to me, the host, instead of everyone. This is a pain. By copy/pasting into Gsheets the metadata of the time and student writer copies as well. In this way the students can see my feedback as well as what all students have written in the chat area. If I only give feedback in Zoom chat, I continuously have to adjust my chat to "Everyone" while the chat stream keeps updating and knocking me out of "To Everyone" category.
Gdoc:
I also love to use Gdocs for examples and models. I often share my browser screen and we walk through a writing prompt. With Gdoc they can see the spelling and grammar checks that happen with the red and blue lines. But I can also color code and make comments on the side of the writing to demonstrate how to correct answers or how they can hack or use other tools to help them check out their writing.
Padlet
Have you ever used Padlet? I'm a junky. I love it. From any device, uploading a variety of media is super easy. Then annotating and commenting is super easy too. I use Padlets for my MDG projects (Material Discussion Groups). Every week a small group of students choose the topic, present on it, foster small group discussions with the entire class, and then summarize the group discussions into a 'newsletter'. All within Padlet. The first column is where the presenting group shares a link to the article or video they've chosen. They make a presentation (ppt or Prezi or whatever) and make and upload a video of them giving the presentation (Zoom or Screencastify can do this when working remotely). They then create a vocab quiz, comprehension questions and discussion questions for their class members to answer. The rest of the Padlet they can upload their notes, photos, audio files or videos from their small group discussions with the class. This 'evidence' is then condensed into a summary in the form of a newsletter where each small group's discussion around the question prompts are then coalesced into a report to compare and contrast answers and arguments.
I really love Padlet because I hate most of the online mindmap makers. They never scale well. I think Powerpoints SmartArt is probably my favorite for mindmapping. But if you know me, you know how much I love drawing my own mindmaps with crayons. Students can take pictures of their hand-drawn mind maps and add them as their notes from their group discussion.
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Feedback, Finds and Fast Watch - Daejeon KOTESOL "Going Online in Style" STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: djapril4zoom CATEGORY: Teaching During Crisis CATEGORY: Zoom UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/04/djapril4zoom.html DATE: 04/21/2020 08:41:30 PM ----- BODY:Since the comments are turned off for for the 'Going online in style' webinar from Daejeon KOTESOL, I thought I'd share my take-aways here.
Important changes to make space safe and facilitate exchange:
- 7 second rule - wait seven seconds after nominating a student to give an answer. While this was indirectly referenced, a tweet I saw mentioned this. It's a helpful rule of thumb.
- Ask students to state their name when answering verbally.
- KISS - keep it simple. There inevitably will be tech problems, misunderstandings, and lags. Keeping things simple!
Eric (Frame)
- Writing submissions - the chat area or use Gforms.
Anjee (Beginner Lessons)
- To mute or not to mute - use it selectively
- Full class
- nominate a student
- breakout rooms
- on slide timers to indicate action is required/ add urgency to answering
- Print roster and mark engagement
- Ask q's for attendance taking (what's on your desk)
- Encourage screenshot/photo as workarounds for tech skills
- QRCodes to send students to materials for breakout rooms
- Set group leaders for BORs
Heidi
- Annotation possibilities
- Integration of Gdocs
Where to find - (I've asked on the Facebook event notice. I'll share here if I get some info.)
- Chat notes?
- Anjee's PPT shared to a Gdrive?
- Heidi's Breakout room template checklist?
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Online Workshop Notes: Teaching in a Time of Crisis STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: online-workshop-notes-teaching-in-a-time-of-crisis CATEGORY: KOTESOL CATEGORY: Professional Development CATEGORY: Workshops UNIQUE URL: https://koreamaria.typepad.com/gwangju/2020/03/online-workshop-notes-teaching-in-a-time-of-crisis.html DATE: 03/25/2020 03:09:13 AM ----- BODY:
Hosted by Busan-Gyungnam KOTESOL Chapter
The following are from the Zoom Chat Area of the Busan-Gyeongnam KOTESOL online workshop from March 21, 2020. The topic was “Teaching in Times of Crisis”. Seventeen people attended via Zoom. I’ve answered questions here that I didn’t answer in the workshop. Material has been organized into four sections: Questions; Problems/Solutions; Advice; Links. The whiteboard is available here.
QUESTIONS
- Q: If I can ask, what subscription plan are you using? I’m curious if we need to disconnect/reconnect at 40 minutes.
- A: I (Maria Lisak, workshop facilitator & Zoom host) using my USA American universities institutional Zoom account. I can have up to 300 people on a Zoom and can set my length of time. I have been on Zoom as long as 5 hours continuously.
- Q: ISD IST?
- A: Instructional Systems Design or Instructional Systems Technology
- Question: For the other teachers teaching a beginners integrated EFL course, what curriculum are you using to teach your course? I’ve been looking at textbooks like Four Corners 1 or Smart CHoice 1. This is at the DESIGN stage in ADDIE.(Analyze, Design, Develop, Implement, Evaluate)
- Q: Will we be able to access this chat after the session?
- A: I think Maria or Sunil will share the chat? But also, you can press “…” now to save it for yourself.
- Q: Could you type the names of those orgs that are offering free resources?
- A: Cambridge, Sage, Prufrock; Zoom for Educators, AmazingResources (list of free stuff)
PROBLEMS/SOLUTIONS
- Problem: I'm not sure how to access the Internet (and Facebook) while the screenshare is on.
- Solution: alt+ tab ?
- Solution: I created Band groups to “reach out” to students and keep in touch. So maybe there are three things! 1. Outreach 2. How to use the tech. 3. Online pedagogy
- Shortcut: alt+a to mute/unmute
- Solution: Check out FlipGrid! I haven't used it myself, but it may be good for asynchronous classes.. Students can respond to prompts with a short video.
- Solution: your video is pre-recorded, right? You could upload it to Youtube/Vemo, ISLCollective allows you to insert quiz questions (in multiple styles) at various points during the video. https://en.islcollective.com/video-lessons/dua-lipa-dont-start-now
- Problem: i tried to do the background thing but my computer didn’t have the capabilities to use it. Old Mac Air.
- Solution: If you are on an older computer, it's recommended to do a greenscreen before doing the background.
- Solution: Found this virtual background link on the FB group
- Solution: Would it work to put your computer on a higher place so that you can stand and teach?
- Problem: we also need to think of how exhausting online classes are for students who take numerous classes a week
- Problem: I’m concerned about high school ‘social distancing’ classroom layouts too - because the assumption is that they are just receiving content.
Solution: I’m considering putting all the chairs in a big U-shape setup, at the distance that’s being asked for, to do whole-class interaction. (Fortunately, my class sizes allow for this.) - Problem: a lot of micro managing, our (instructors) creativity in terms of other forms of technology during this crisis is curtailed. For now we are only allowed to used the school online learning system. It is really hard to navigate through this crisis when there is so much policing going on.
- Solution: “Keep it as simple as possible so that the pedagogy can take the lead.” - I really like that!
- Solution: Teacher keeping his teaching routine… sounds like a good transition step, students are used to that routine, and can get used to using new tech before getting used to a new pedagogy
- Solution: I find that consistency is key to normal face to face classes. It's probably a good idea to keep your classes consistent online so that students find it easy to follow each time.
ADVICE
Suggestion: I think a big concern is the assumption (by many schools and admins) that the focus is content, rather than communicative processes. I really like Jill Hadfield and Lindsay Clandfield’s take on making online interaction pleasurably communicative with playful, interactive tasks: https://www.youtube.com/watch?v=nApHfIvqTjU
Advice: We're concerned about student satisfaction so we have tried to be super positive and maybe slightly over the top in our video recordings.
Advice: It’s very important to be aware of your mental state, I think. I have felt mentally exhausted after teaching 5-6 classes in a row. I’m a very active teacher, so sitting down for really long periods of time is also taking its toll. (Sorry, didn’t mean to interrupt. I took too long typing)
Advice: https://chroniclesofhopekorea.wordpress.com/2020/03/20/the-corona-virus-and-language-teaching/
LINKS
Orgs that are offering free resources: Cambridge, Sage, Prufrock; Zoom for Educators, AmazingResources (list of free stuff)
Zoom Facebook Teaching synchronously online using Zoom in Korea: https://www.facebook.com/groups/234246647740909/about/
Jill Hadfield and Lindsay Clandfield’s take on making online interaction pleasurably communicative with playful, interactive tasks: https://www.youtube.com/watch?v=nApHfIvqTjU
Virtual Backgrounds: https://www.theverge.com/2020/3/11/21173608/zoom-video-conference-how-to-virtual-background-greenscreen?fbclid=IwAR1omCbg7nrWf38p2zTZJ47wBnyjLW4nVNki8SH6OXEDUv0rNjLm6oMJkJ8
Encouragement in Online Teaching: https://chroniclesofhopekorea.wordpress.com/2020/03/20/the-corona-virus-and-language-teaching/
Upcoming Online KOTESOL Event: Feedback for the KOTESOL 2020 National Conference ONLINE: https://forms.gle/n4dABvkrZAXp9LnSA
Some of my (Maria’s) old presentations where I speak to the use of ISD and ADDIE in my teaching:
- https://koreamaria.typepad.com/gwangju/2013/01/a-compass-toward-international-collaboration-with-e-learning.html
- https://koreamaria.typepad.com/gwangju/2012/03/the-big-share.html
- https://koreamaria.typepad.com/gwangju/2011/09/new-media-literacy-storytelling.html
- https://koreamaria.typepad.com/gwangju/2011/09/extending-extensive-reading.html
Presentations given for EPIK on Jan 17 & 31, 2020
Part 1: Let's Play
What games do you use in class?
The interaction template stages interaction points.
Part 2: Game Suggestions
From Jeff Denton:
From Blake Moffett:
From Jazz McClure:
From Elizabeth Loeck:
Part 3: Game Templates
PPT: Download Game Making Game Templates to Mix It Up in Class
Wrap Up:
Could you help me take pictures of Part 1's cards and upload the pics to this Padlet?
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Yearend 2019 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: yearend-2019 CATEGORY: TOC UNIQUE URL: https://koreamaria.typepad.com/gwangju/2019/12/yearend-2019.html DATE: 12/31/2019 02:22:00 AM ----- BODY:
"Literacy Research: Illuminating the Future"
December 4 - 7, 2019
Tampa, FL (Tampa Marriott Water Street)
Area 12: Cosmopolitan Literacies: Engaging with the Global World
Chair: Katina Zammit, Western Sydney University
Discussant: Stephanie Abraham, Rowan University
Participants:
• Cosmopolitan Literacies: Global Literacy Teacher Education for an Interconnected World
Shea N. Kerkhoff, University of Missouri - St. Louis
• Mandated Cosmopolitanism: When you Must Produce in a Nonnative Language
Maria Helena Lisak, Chosun University
• Pluriversal Literacies for Sustainable and Equitable Futures
Mia Perry, University of Glasgow
My PPT: Download Mandated Cosmopolitanism
----- EXTENDED BODY: ----- EXCERPT: ----- KEYWORDS: ----- -------- AUTHOR: koreamaria AUTHOR EMAIL: koreamaria@yahoo.com TITLE: Professional Development 2019 STATUS: Publish ALLOW COMMENTS: 1 CONVERT BREAKS: wysiwyg ALLOW PINGS: 0 BASENAME: professional-development-2019 CATEGORY: Annual Professional Development UNIQUE URL: https://koreamaria.typepad.com/gwangju/2019/11/professional-development-2019.html DATE: 11/15/2019 01:12:06 AM ----- BODY:
January
KOTESOL Reflective Practice SIG Online Book Club (Tribal Leadership). Four meetings, once a week.
KOTESOL Reflective Practice SIG Gwangju. Jan 12 facilitator. Topic: "Analyzing Power and Practice in our Teaching Context"
KOTESOL Gwangju-Jeonnam Chapter Workshop. Jan 12 facilitator. Topic: "Game Making: Game Templates to Stimulate Interaction and Involvement in Class"
IU Course - Qualifying Exam Preparation started
Gwangju Book Club - The Woman Who Smashed Codes
February
Graduate Student Support Group
Zoom with IU advisor
Gwangju-Jeonnam Chapter Workshop
Prep with colleague for research presentation (Gwangju)
Prep with colleague for roundtable (Gwangju)
Prep with colleague for workshop (Seoul)
Assist colleague move -Daejeon
Private view of colleague art show - Jeonju
March
Attend Gwangju Art Class - Watercolors
Gwangju-Jeonnam Chapter Conference (poster)
Gwangju-Jeonnam Chapter Conference (research presentation)
Gwangju-Jeonnam Chapter Conference (roundtable)
Gwangju-Jeonnam Chapter Conference (Vegan snack donation by KOTESOL Environmental Justice SIG)
Prep with colleague for Workshop (Busan)
Observation of hagwon
FreeCycle tear down at GIC
KOTESOL National Council meeting
Seoul Chapter Conference (Game Making: Templates to Let Words Tumble Out: workshop)
Seoul Chapter Conference (nomination & election committee officer)
Call with colleague about diversity in KOTESOL
Support ACCN Grocer
IU Advisor Zoom
GIC Talk on Nonviolent Communication - attended (April)
April
Prep with colleague for Busan Conference
Zoom with IU advisor and cohort
Busan Conference (South Korean Students Discuss the Korean Refugee Crisis: Research presentation)
Busan Conference (Novices Investigate 2D Barcoding for Learning and Teaching: Workshop presentation)
Gwangju etc Tour
May
Qualifying Exam
Skype with Publicity about National Conference & Nominations & Elections
Student Club workshop
visiting colleague lunch- Graduate Support Group
Baby Onion Art Opening: Exhibition at GIC
National Conference N&E Table
visiting colleague dinner
June
Oxford Bibliography Zoom
GIC Talk - GIC at 20 years old
Zoom with Advisor
Philosophy Group: Kierkegaard & Faith
July
Spain vacation in Granada and Malaga
New Directions in the Humanities Conference: Expressions of Cosmopolitanism in South Korean Classroom
August
Hurt back and leg ( physical therapy 3x/wk)
Power outages in offices
Oral Defense of Qualifying Exam
Freecycle assistance
Special Education conversation with colleague
Korean study
September
Builders & Brainchilds: in Gwangju News (Ugandan team worked wonders on the #AkadotVillageProject. Partners at SOS Children's Village, RIC Publications South Africa, GIC (Gwangju International Center), TESOPEDO, and GIYO (Grow Into Your Own)-a Kampala based NGO )
Two classes almost canceled (one was canceled)
Art Exhibits & Concert at USquare
Korean study weekly
Jeonju to meet longtime friends
Gwangju Design Biennale with colleague as a Reflective Practice exercise
Immigration to renew visa (two trips)
computer dies
GJ Workshop on Intimate Inquiry
KOTESOL National Council Meeting
UCC report , edited with colleague
RP Day of Reflection: Intimate Inquiry Workshop
World Human Rights Cities Forum
October
KOTESOL Intl Conference - Workshop Presentation - LGBTQ+ Community in the Korean Classroom
