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Teach English in Guanyinjing Zhen - Bazhong Shi

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The modern global community is presented with the task of constructing a metaphorical bridge across different cultures. The reason why this objective has been set is that technological progress has altered the pace and methods of information sharing (Tulpan, 2017). In addition, geographical boundaries have been redefined as a result of a change in economic, social, and political relations (Tulpan, 2017). Due to the multiculturalism of societies, the encouragement of respect for racial diversity is particularly relevant because it fosters peoples’ cooperation, and English has the greatest potential to help realize the goal of bridging ethnic gaps (Tulpan, 2017). To accomplish this purpose, the linguistic knowledge acquisition alone is not enough since considerable attention should also be paid to the context in which the foreign language is created and interpreted (Tulpan, 2017). Teaching English might be challenging when its sociocultural background meets the significantly different Asian environment, such as the Korean one. Therefore, a culturally sensitive English language instructor who is non-native to Korea should know the specifics of its teacher-oriented education, which may be enhanced using student collective activities, music, and technology. Sensitivity toward culture is developed through familiarizing oneself with the country’s traditions and values. The acquaintance takes place by means of communication, with consideration given to its verbal and non-verbal types, as well as to social situations in which it occurs (Tulpan, 2017). “Cultural awareness” is another name for the ability to be sensitive to the influence of ethnicity-related conduct on human interaction and language use (Tulpan, 2017). Among communication, principles are the acknowledgment of difference in behavior and thought between groups and persons (Tulpan, 2017). Within the English language classrooms, the intercultural conversation means the appreciation of dissimilarities for comparison purposes, rather than for criticism (Tulpan 2017). The juxtaposition of values results in the admission that one’s specific customs are not universal across social settings (Tulpan, 2017). The recognition of this, in turn, leads to the willingness to connect to other cultures and learn from them (Tulpan, 2017). Communication is, therefore, an integral part of ethnic sensitivity. To make the intercultural contact in the Korean classrooms successful, non-native teachers should become acquainted with the national traditions that influence the educational context. The main convention is that historically, the social rules have been grounded on Confucian ethics, which is rooted in Korea deeper than in other Asian countries (O’Donnell, 2006). With regard to the teaching environment, Confucianism has an impact on instructor-learner relationships by making them teacher-centered. In such conditions, practicing a student-oriented approach may be a challenging task (O’Donnell, 2006). Lessons are organized around an educator presenting data for memorizing, and learners’ critical analysis skills are often developed during graduate studies (O’Donnell, 2006). The authority of older age in communication is one more Confucian value which may keep students from expressing themselves because of the lack of comfort. Therefore, a teacher should actively seek to eliminate these constraints, to ensure the effective development of speaking skills based on the acceptance of multiple views (O’Donnell, 2006). Like the educator-focused perspective, the interaction with supervisors reflects the management style characterized by the discouragement of creativity and free [removed]O’Donnell, 2006). Ultimately, the difference between the English language patterns and the Korean ones is considerable. Phonology, syntax, discourse structure, and sociolinguistics are drastically dissimilar, and understanding the contrasting distinctions is useful for explaining them to learners (O’Donnell, 2006). In brief, the educational environment in Korea is the legacy of Confucianism and is distinguished by the instructor-centered relations, the superiority of older age, and students’ unquestioning involvement into the learning process. Considering the Korean educational specifics discussed above, a culturally sensitive instructor would use informed strategies for effective communication to take place in classrooms. To encourage students to feel more comfortable while speaking English and expressing themselves in front of the others, the teaching methods may include group or partner activities (Murphy, 2018). This option does not single learners out, and, therefore, it is better than calling upon them for answering questions (Murphy, 2018). Another solution is music, which Koreans love, regardless of age (Murphy, 2018). An effective solution for teaching new words, especially to young students is singalongs, while popular songs is the best option for older learners, with tunes serving as a mnemonic device for memorizing sentences and phrases (Murphy, 2018). Furthermore, the Google Maps city tour can be suggested as a quest during which students visit new locations and learn to orient themselves and provide guidance in English (Murphy, 2018). The application has the Google World Wonders tool with the display of famous sights, and the young children may benefit from the National Geographic games and podcasts (Murphy, 2018). Embracing technology is helpful for practicing foreign language and extending learners' sociolinguistic knowledge base. Any software that is potentially enjoyable to students may be used in the classroom. The teacher just has to notice what applications the learners are preoccupied with (Murphy, 2018). They can also be taught the telephone etiquette and the English slang for texting their peers (Murphy, 2018). Therefore, group activities, musical options, and technology are recommended for the efficient teaching of English in the Korean context. In conclusion, English teachers’ cultural sensitivity with regard to Korea implies the awareness of its educational conventions. Based on Confucian values, the learning process in the Korean classrooms is centered on the instructor; older age is dominant; and students’ initiative is not encouraged. Given that ethnic sensitivity is the result of intercultural communication, learners’ expression should be supported through the use of relevant teaching strategies. They may include cooperative assignments, singing songs as a mnemonic device, and playing with different technology applications. These activities are aimed at motivating students to master speaking skills and willingly engage in the dialogue between the cultures.   References Murphy, R. (2018, August 29). Pro tips to succeed as an English teacher in a Korean classroom. Retrieved from https://www.goabroad.com/articles/teach-abroad/korean-classroom O’Donnell, T. J. (2006). Learning English as a foreign language in Korea: Does CALL have a place? Asian EFL Journal. Retrieved from http://www.asian-efl-journal.com/pta_april06_TJO.pdf Tulpan, E. (2017, August 16). Language and culture. Developing cultural awareness through the teaching of English. RATE. Retrieved from https://rate.org.ro/blog2.php/1/language-and-culture-developing-cultural


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