1. Overview of Teaching
English in Non English
Speaking Countries
ACC4300-1

2. ACC4300-1 learning module “An
overview of teaching in non
English speaking countries”
 Welcome to this series of non accredited
introductory learning modules designed to give an
overview of teaching English as a second language
in Korea and China to ESL teachers currently residing
in Australia, young persons who are seeking to
embark on a career path in ESL teaching, and senior
persons interested in changing the current direction
of their working lives to become ESL teachers, who
might also like to teach ESL in China or Korea.

3.  In more advanced TESOL course
work there exists a myriad methods
of both assessing and teaching the
English language to second language
(L2) students. Described here is the
most prevalent of all of the methods
which is still the main method, by
choice, of State, and private schools
(Hagwons) in Korea. Korean students
learn English through a system of
teaching cited by academic scholars
as the Grammar translation method.

4.  The presentation of the English language in State and Private schools in
Korea is by a two teacher method, where the core English grammar based
coursework, and the rudiments of the English language, are presented to
students by bi-lingual Korean teachers.
 Bi-lingual classes are often in conjunction with the student use of a language
laboratory, which is also generally supervised by senior Korean bilingual
teachers. This teaching system has a lot of merit where the students belong
to a single nation. Student in a multilingual classroom similar to those found
in Australia, can be much more complicated for an ESL teacher.
Teaching Methods in Korea

5.  The bi-lingual Korean ESL teacher is able to present English grammar
structures to Korean students, and then is able to reinforce the sense of
the grammatical structures with examples from the Korean language.
 Coupled to these classes are the language laboratory activities where
the L2 student is then able to, with the use of language software, study
much vocabulary lists and use vocabulary comprehension testing
sections, with word insertion into language passages via multiple choice
selection. For these activities, obviously, the student must be advanced
enough to take the classes. Grammar classes and language laboratory
classes tend to go on in the background of the visiting Western ESL
teacher's own timetable.
Korean Teacher

6.  For the Australian ESL teachers then, there is a timetable that
covers prescribed text books, both for the teacher and the
students, together with a students homework workbook.
Homework is generally set at the end of each lesson, which
allows the teacher to get the students to complete any
outstanding work from the lesson, or, to handout fresh
homework using topics that will form part of the next lesson.
Australian Teacher

7. TEST
•The ESL teaching syllabus is a
teaching progression based on the
textbook's chapters. At the end of
each chapter there are the grammar
structures that cover the completed
chapter work. These end of chapter
grammar sets run concordant with the
background grammar lessons being
taught by the Korean teachers.
•They give the ESL teacher a chance to
teach some extra “off textbook”
grammar examples if required, and at
the same time test the students
comprehension of the any grammar
structure that has been used in the
chapter. Important here is that the ESL
teacher does have a solid working
knowledge of English grammar
because there is a continuous need to
reinforce the schools bilingual English
grammar teachers, not all L2 students
get grammar in the first pass.
 Having tested the students grammar,
reading writing, listening and
speaking abilities at each chapters
end, the ESL teacher has to compile
a progress report for each student,
and hand it into the school's
administrator.
 The report will contain the
attendance record, the students
learning progress, and an attributing
score mark for each learning
category. The general report is also
use by the Korean teacher during a
daily/weekly curtsey telephone
conversation with each students
parents giving a general report
about each students attitude in the
classroom, their learning capabilities,
their attention span, and their
contribution to the daily lesson.

8. Lesson plan
 The ESL teacher then, is
managing his/her Korean
classroom and using a daily
lesson plan to present the
lesson parameters. The
dynamics of each classroom
generally bring the classroom
alive as the students start to
respond to the lesson plan.
Lesson plans will be cover in
the ACC4300-3 learning
module.

9. Where the ESL teacher is contracted to a
state school the programs can be quite
different
 The permanent Korean teaching staff conduct meetings to formulate
lesson plans for the different age groups in the student body (e.g
Korean Elementary state schools have six grade levels).
 State schools are generally very well equipped with presentation
electronics text books, and classroom supplies. They emphasise a
much more hands on active approach to teaching and have English
syllabuses that include both general English classes, and drama
classes (lots of fun).
Classes tend to have larger student numbers than private schools, up
to thirty students per classroom. Co-teaching, two teachers to a
classroom, one bilingual Korean teacher and one Western ESL teacher.
Class Lesson plans are provided to the Western teacher, by the Korean
teacher, on a daily basis. State schools sometimes also employ a full
time English teacher who has his/her own English classroom, and
private office. They prepare and conduct their own syllabuses and
lessons.

10. After school programs, which are run by private ESL contracting
companies, are similar to Hagwons but after school programs are
awarded to companies by the State school headmaster, and attract
government contracts.
After school programs usually run for two to three hours after the
normal daytime school finishes. Classes are run on the general
English floor of the school, with each ESL teacher having their own
classroom and text books provided by the private After School
Program contractor. The daytime co-teaching, and the State school
after school programs are part of the same contract and generally
run for thirty hours a week.
After School Program

11. English Village
 Many of the classrooms are
constructed as stage sets of
various shops types. There may
be a restaurant, a book shop,
hospital ward, a full blown
theatre, and cafe that become
interactive roll play classroom
scenarios.
 The English village school is
general set on two floors with
one floor for normal general
English classes. The interactive
shop complex floor is used by
several staff teachers on a time
allocation, timetable activity
lesson block, basis. The theatre
is used for whole school student
acting competition with
teacher/student story skits, and
minimal student prop
manufacture.
Most fun of all is teaching
ESL in an English Village
type private school, which
are popular in Korea.

12. Summer and winter Camping
 Last but not least are the Summer and Winter camps that
all Korean school and students take part in some form or
another.
 These can be conducted in the actual state school, or as
private fee paying venues. Often a summer camp will be
held in a Winter ski resort. Wide games, and lots of artistic
activities like making posters, clay modelling are the fare,
with whole camp, (over 100 students) competing in knock-
out musical mime pieces, often as good as SBS POP Asia
performers, (some of the ten year olds have all of the
mime moves for their favourite pop group, amazing!)
Golden Bell vocabulary knock-out competition, and
treasure hunts, water slides are also very popular.

13.  Well, that's all for now for learning module
ACC4300-1 “Overview of teaching English
in non English countries”. I hope you have
gained some insights what to expect as
visiting Australian ESL teacher teaching in
Korean Private schools (Hagwons), Korean
State schools and English international
Village type schools.

14. See you next time in ACC4300-2
learning module “Language
teaching methodologies.
*This lecture gives general information about Korea's cultural profile, its culinary attributes, some reference to its Historical sites and the
current exciting and youthful expressions its economic and technological verve