FILIPINO TEFL CONNECTION

Thailand Teachers License Rule for 2009

noreply@blogger.com (alfred) — Sun, 25 May 2008 08:00:00 +0000

by Ajarn Philip , Ajarn.com

With the help of one of Bangkok's top teacher recruiters and a few contacts at the Thailand Ministry of Education and The Teacher's Council of Thailand, ajarn.com has come up with the following information regarding what will be involved if you want to teach legally in Thailand as of mid-May 2009 (the start of the next academic year). Please be aware that this information is correct as of 14th May 2008 and we've deliberately used the word 'probably' in the title - simply because this is Thailand and overnight changes are part and parcel of life here.
There are THREE types of applicant and FOUR methods to apply for a teachers' licence.
Read the full details here

Filipno English teacher gets award from New York Times

noreply@blogger.com (alfred) — Sat, 24 May 2008 08:10:00 +0000

He is not only their mentor, he is their first friend in a strange land.

By Kristine L. Alave, Philippine Daily Inquirer.

MANILA, Philippines—There are times when the classroom of Feliciano Jaime “Chito” Atienza, who teaches English to immigrants, seems less of a classroom and more a United Nations peace panel.
In Atienza’s class in Queens, New York, culture-shocked (and sometimes shell-shocked) students who speak zero English not only master a new language, they are also helped by people they consider their enemies back in their motherland.
Atienza, winner of The New York Times 2008 English for Speakers of Other Languages (Esol) Teacher of the Year award, has been teaching English to immigrants for two decades. He recalls one class where Afghans and Russians glared at each other. There were also students, fresh from their war-ravaged Bosnia, who refused to speak to one another.
“The class was divided into two. You can really feel their hatred toward each other,” he says.
With some coaxing, the warring classmates set aside their past grief and became friends. After all, they were Americans now, he reminded them.
Students poured their hearts out to Atienza, the first Filipino and immigrant to receive the award. A Hispanic man lost his job and found a new one thanks to his teacher’s intervention.
More recently, because of Atienza’s class, a Tibetan and a Chinese bonded over the recent clashes in Lhasa. Said the Chinese to the Tibetan, who was worried sick about her family: “I’m sorry.”
These little dramas, played out in Atienza’s classroom in the Queens Library and in the YMCA Center, underscore his ability to reach out to his students. The classroom is not just a place of learning, but also a place for healing.
He is not only their mentor, he is their first friend in a strange land.
Atienza, who studied at De La Salle University, says his method is a blend of linguistic techniques and compassion which he describes as very Filipino and very Christian.
Atienza is a member of the Focolare Movement, which is known for living a certain Gospel verse each month. He visited the Philippines late last month and spoke with the Inquirer.
Atienza says he helps his students learn the English alphabet by “importing” kindergarten textbooks from Manila which teach basic letter construction.
He recommends that his students read anything written in English like newspapers, lottery tickets and restaurant menus.
Atienza swears by a tried-and-tested method of compassion and kindness. He calls this method “skinship.”
“Skinship is a methodology, a teaching approach underpinned by genuine love and concern for students. Its techniques are numerous: A warm smile, a sincere handshake, an encouraging nod, an open and tolerant mind, a word of praise for pronouncing thank you perfectly,” he says.
“What are these but building blocks of hope—the very foundations of trust? In the Esol classroom, without trust, without compassion, without love, there is no meaningful learning,” he adds..................

Click this link to read the rest of the story

Inviting Readers for the Journal of Asia TEFL

noreply@blogger.com (alfred) — Wed, 21 May 2008 09:13:00 +0000

Dear Asia TEFL Members,
I hope all is well with you. As the Asia TEFL members are rapidly increasing(now more than 10,000)and our Journal has been registed as 'The Asian Education Index,' more and more people are submiting their papers to our Journal. As you well know, we have now a great number of editors and editorialadvisory board members, it seems to be very difficult for them to reviewall the papers submited within certain time.
My goal is to make the Journal one of the best quality ELT Journals in the world. So I would like to invite more than 100 Readers of the Jounral who will meet the the following reqirements:
1. Those who will be able to review about three papers a year
2. Those who have a strong willingness to review the papers
3. Those who have Ph.D in the field of English Language teaching and learning
4. Those who have MA and Associate and full professors in the field of English Language teaching and learning
5. Those who have published more than two papers in the nationally or interantionally recognized ELT journals in the last three year.

An advantage for the readers:
Readers will get four issues of the Journal a year free of charge.
The readers' term:
June, 2008-May, 2010

If you want to be a Reader of the Journal of Asia TEFL, please send your full CV (specify your major field) to your country (regional) Representative of Asia TEFL by June 15th, 2008.Country(regional) Representative of Asia TEFL are as follows:
Prof. Zhizhong Yang(China): zzyang@mail.nju.edu.cn
Prof. Hyo Woong Lee (Korea): hwlee@hhu.ac.kr
Prof. Ganakumaran Subramaniam (Malaysia): tpha@pkrisc.cc.ukm.my
Prof. Arifa Rahman (Bangladesh): arifa73@yahoo.com
Prof. Sabiha Mansoor (Pakistan): drsabihamansoor@yahoo.com
Prof. Suwarsih Madya (Indonesia): suwarsihm@yahoo.com
Prof. Yasukata Yano (Japan): yasuyano@waseda.jp
Prof. Rabinder Gargesh (India): rgargesh1@rediffmail.com
Prof. Phyllis Chew (Singapore): glpchew@nie.edu.sg
Prof. Ryhana Raheem (Sri Lanka): rrahe@ou.ac.lk
Prof. Le Van Canh (Vietnam): canhqhqt@yahoo.com
Prof. Marina Rassohka (Russia): conferen@ext.dvgu.ru
Prof. Susan Holzman (Israel): holzms@zahav.net.il
Prof. Akara Akaranithi (Thailand): Akara.A@Chula.ac.th
Prof. Christine Coombe (UAE): ccoombe@hct.ac.ae

If you don't have the country/regional representative, please send yourfull CV(specify your major field) to me by June 15th, 2008.
My email: hwlee@hhu.ac.kr

I really hope many of you will apply for the Asia TEFL reader's position.

Best wishes,
Hyo Woong Lee, Ph.DPresidentAsis TEFL

Open Universities and Distance Learning Schools in Philippines

noreply@blogger.com (alfred) — Sun, 18 May 2008 20:43:00 +0000

Last Tuesday I received an email from my friends in Bangkok – asking me what universities in our country that offer distance learning courses. I did some research on the Internet and the result was quite good. Let me share what I found.

1. University of the Philippines Open University (http://www.upou.org/)

This is a well known university in the Philippines including abroad. The Open University was founded on February 23, 1995. It is located in Los Banos, Laguna. The university offers undergraduate program, Post-Baccalaureate Diploma, Master’s program, Doctoral Program, and non-formal courses. Below are the lists of degree programs:

Undergraduate Program

Associate in Arts

Bachelor of Arts Multimedia Studies

Post-Baccalaureate Diploma

Diploma in Social Work

Diploma in Computer Science

Diploma in Research and Development Program

Diploma in Environment and Natural Resources Management

Diploma in Science Teaching

Diploma in Mathematics Teaching

Diploma in Language and Literacy Education

Diploma in Social Studies Education

Master’s Program

Master in Social Work

Master of Development Communication

Master of Distance Education

Master of Public Health

Master in Hospital Administration

Master of Arts in Nursing

Master of Public Management

Master of Environment and Natural Resources Management

Master of Arts in Education

Master in Information Systems

Doctoral Program

Doctor of Philosophy in Education

Non-formal courses and certificates

Online teaching and learning

Filipiniana Online

Information Technology for Health Research

Caring for the Special Child

Caring for Older Person

New Enterprise Planning

Personal Entrepreneurial Development

Introduction to E-commerce

Certificate in Barangay Administration

Professional Teaching Certification Program

2. Polytechnic University of the Philippines (http://www.pup.edu.ph/)

This university is the country’s largest state university. It started from its humble beginning as a Business School in 1904. At present, it has 6 campuses and 14 extension branches outside National Capital Region. The Open University offers Undergraduate program, Post-graduate programs, and Master’s program. Below are the lists of degree programs:

Undergraduate Degrees
Bachelor in Broadcast Communication
Bachelor in Entrepreneurial Management

Post-Baccalaureate Programs
Post-Baccalaureate in Computer Technology
Post-Baccalaureate in Entrepreneurial Management
Post-Baccalaureate in Library and Information Science

Master Degrees
Master in Construction Management
Master in Educational Management
Master in Mass Communication
Master in Public Administration

Aside from the Open University program, PUP also offers Non Traditional Program (NTSP) and Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP).

For more information, kindly visit this site: http://www.pup.edu.ph/ntspeteeap/

3. CAP COLLEGE FOUNDATION, INC

This college was established in 1988 and known as the ‘pioneer in educational innovations in the Philippines’. The college is recognized by the Commission on Higher of Education, and it has linkage with international organizations such as: International Council for Distance Education (ICDE), Asian Association of Open Universities (AAOU), Open and Distance Learning Foundation (ODLF). The college offers Undergraduate programs and Graduate Programs. Below are the lists of degree programs:

Undergraduate Programs

College of Liberal Arts

BA History BA Political Science

BA Pastoral Studies BA Journalism

BA Economics BA Sociology

BA English BA Mathematics

BA Psychology BA Information Technology

College of Business Administration

Certificate in General Skills

Certificate in Sales Management

Certificate in Wholesaling and Retailing

BS in Business Administration major in

Marketing
Management
Entrepreneurship

Graduate Programs

Master of Business Management in Management or Marketing

Master of Arts in Education (joint program with PWU)

For more information, kindly visit this site: http://www.capcow.com/

4. Asian Institute for Distance Education

AIDE is a private and non-sectarian institution recognized by Commission on Higher Education (CHED). It was established in 1984 and one of the oldest distance course provider in the Philippines. The college was headed by Dean Antonio O. Cojuangco.

The college offers three degree programs:

Bachelor of Arts in English

Bachelor of Arts in Political Science

Bachelor of Science in Business Administration

For more information, kindly visit this site: http://asianinstituefordistanceeducation.com/

5. Southeast Asia Interdisciplinary Development Institute School of Organization Development

This is a graduate school located in Antipolo City, Rizal. It was established in 1975 by a group of educators and since then, it started accepting students not only in the Philippines, but also abroad.

SAIDI offers the following graduate programs:

Doctor of Philosophy in Organization Development
Master of Arts and Doctor of Philosophy in Organization Development
Master of Arts in Instructional Development and Technology
Master of Arts in Instruction Development major in TESOL

For more information, kindly visit this site: http://www.saidi.edu.ph/

6. Central Luzon State University Open University

CLSU Open University was founded on August 29, 1997. It is located in Munoz, Nueva Ecija. The open university offers Master’s program, Doctoral program, and certificate courses. Below are the lists of degree programs:

Master of Science in Education
Master of Professional Studies in Education
Master of Science in Rural Environment
Master of Professional Studies in Rural Environment
Master in Local Government Management
Master in Agribusiness Management
Master in Renewable Energy System
Master in Environmental Management
Doctor of Philosophy in Development Education
Doctor of Philosophy in Rural Environment
Certificate in Teaching

For more information, kindly visit this site: http://www.openuni-clsu.edu.ph

7. Cebu International Distance Education College (www.cidec-edu-ph.com)

8. Pamantasan ng Lungsod ng Maynila, Open University (www.plm.edu.ph)

Adelfa Amancio: A Well Respected Filipino Teacher in Japan

noreply@blogger.com (alfred) — Sat, 10 May 2008 20:28:00 +0000

Adelle, as what she is fondly called, used to teach at a language school but was not very happy about it. Therefore, she decided to resign and started to be a freelancer while pursuing her graduate studies. As a freelancer, she was more flexible with her students and gave them more freedom to choose where and when to study. Because of this, many students liked her and the number of her clients grew bigger. As a result, she set up her own language school to accommodate all students.

Not only did the language school keep her busy but also made her more motivated to work. Moreover, she could apply what she learned in her Master's studies in Educational Management in her language school’s day-to-day operation. Adelle loved what she was doing in Cebu and had hopes to expand its operation in the future. Part of her business marketing strategy was online advertising.

What she did one day was send e-mail to at least 10 different language schools in Japan to promote her language school in Cebu. Since most of her clients were Japanese, her goal was to make her school established not only in the Japanese community in the Philippines but also in Japan.

Her e-mail campaign worked and she received quite a number of replies. While others were grateful for the information/advertisement she provided, some schools definitely wanted to keep in touch and others didn’t reply at all. Yet, one reply caught her attention. The school was not interested in her language school services. Instead, it offered her a teaching job in Japan!
Surprised, flabbergasted and overwhelmed, Adelle grabbed the opportunity and left the Philippines on December 26, 2003.

According to her, it is very difficult for Filipinos to teach English in Japan because of the misconceptions and negative notion the Japanese have about the Filipinos living in Japan. As a Filipina, she has experienced a lot of racial profiling, a devilish look and outrageous judgment.

Some English teachers questioned her ability to teach the language and most Japanese believe that only white people can teach them English. As a result, most schools in Japan always emphasize the countries (of origin) of the teachers they want to hire. Their advertisements would always say, “Only teachers from the USA, UK, Canada, Australia, New Zealand and South Africa are allowed to apply. Applicants from countries not mentioned here need not apply, PLEASE!”

For this reason, she strives to maintain professionalism and self-discipline at all times. She also has to work very hard and aim for excellent result term after term because being the only Filipino English teacher in the organization she opines that she is subject to criticism if not a blast.

She wants to prove to the Japanese people that Filipinos can speak English well and can teach the language much more effectively. Furthermore, she wants to prove to the whole world that their impressions towards Filipinos are completely wrong and biased. She wants the world to know that the Filipinos are the most committed, efficient and hardworking people anyone could expect.
Despite the harsh realities, Adelle stays strong and determined. She is happy to say that in her workplace, she is loved, recognized, and respected for being hardworking, committed and for having such professional work ethics.
She wants to prove to the Japanese people that Filipinos can speak English well and can teach the language much more effectively. Furthermore, she wants to prove to the whole world that their impressions towards Filipinos are completely wrong and biased. She wants the world to know that the Filipinos are the most committed, efficient and hardworking.

Despite the harsh realities, Adelle stays strong and determined. She is happy to say that in her workplace, she is loved, recognized, and respected for being hardworking, committed and for having such professional work ethics.

Her message to all OFWs around the world?
I hope that all OFWs will come back to the Philippines one day and use what they have learned and experienced from their overseas jobs. Let us not forget the land where we came from. I love the Philippines and I believe that all Filipinos in and outside the country are all heroes. Let’s help the Philippines get back to her feet again. Long live, Filipinos. Long live, our Motherland.

Source: OFW Guide

The Woes of a Filipino English Teacher by Thess Manangan

noreply@blogger.com (alfred) — Thu, 08 May 2008 20:35:00 +0000

Are native speaking English teachers better qualified to teach English than non-native speaking English teachers? Since living in Korea for more than six years, I have asked myself this question countless times. Non-native speakers of English, especially non-white Asians, face a difficult task finding quality teaching positions. Being Filipino, I have faced many closed doors when looking for teaching posts. It is not easy because Koreans hold certain perceptions of what foreign English teachers should look and sound like. If you don't fit their perception, then you are simply "not qualified" to teach English.

I came to Korea in 1993 to be with my Korean husband whom I tutored at the University of the Philippines. After settling down in Pusan, I decided that I wanted to start teaching again. At first, I started tutoring study groups at my husband's university campus until a more challenging position was offered to me at an institute.

I remember the excitement and expectations I had before starting my new job. My excitement passed when the assistant director instructed me to tell the students that I was American or, at least, went to an American university. I went to my first class shocked, praying that nobody would bring up the subject. As curious Korean students, that was their first question: "Where are you from?" I couldn't lie or betray my nationality so I told the truth, that I was from the Philippines. What ensued was mixed reactions from the class: some were surprised, others puzzled, but most didn't care.

Some students in fact said my class was even more interesting because it was unique in a way. I have worked at many institutions where similar incidents occurred. One director, without my knowledge, told the students I was Filipino-Canadian. I wonder, did that director stop to think about the embarrassment that would occur when the students found out the truth? When the students asked what part of Canada I was from, I simply shook my head and said that I'd never been to that part of the globe. I pity students who have been lied to by these educators / businessmen.

When they discover they've been lied to, they are left with feelings of doubt, mistrust and cultural confusion. One good thing, though, is that I get the opportunity to correct their lies and omissions. When I regained the trust of the students who thought I was Filipino-Canadian, one six year old asked me why I could speak English when I was a Filipino. I told him English is a second language in the Philippines. He then asked me what a second language was. Other students proceeded to ask if people in Manila ate hamburgers and if I knew who Superman was. The innocence of their questions showed me how necessary it is to teach international English and cultural communication in the classroom. T

Teaching in Korea, I'm accustomed to people doubting my ability to communicate like a native English speaker. The most bizarre situation was a Korean student who entered my EFL class and mistook a Russian student for the teacher. He said to the Russian that he needed help with English. When I asked what he wanted and informed him that I was the teacher, he blushed and quickly stormed out of the room. The preference for native English speakers has excluded many qualified and competent non-native English teachers from obtaining good teaching positions. Read on. A Filipino friend of mine responded to an "English teacher wanted" ad. At the interview, her interviewers were skeptical about hiring her because she wasn't "colorful" (a term she's coined to refer to blue/green-eyed blondes with a white complexion). I recently applied for a teaching position, ignoring the "native speakers only" sign, but am still waiting for a response. For all I know, they've already found a"colorful" native speaker.

It was in Korea that I first came across the term globalization. People now insist that globalization is the key to Korea's success. Even though people believe in globalization, their beliefs and actions don't measure up to their thinking. When employers advertise for native speakers only and conceal the nationality of their non-native English teachers, they ignore the true meaning of globalization, that is, opening up to new and different ways of thinking.

Source: Global Issues in Language Education: Issue 36. Sep 1999. (p. 9)
This article originally appeared in Vol. 3/3 (May 1999) of Korea TESOL's The English Connection.

American TESOL Institute is Calling all Non Native / Asian Teachers to Teach in Thailand

noreply@blogger.com (alfred) — Wed, 05 Mar 2008 20:53:00 +0000

Special Project for Asian Teachers, as the name suggests is a course designed especially for teachers and students in Asia. There are innumerable teacher training courses and various organizations and institutions offering such courses but at the end of the day the Asian student is still at a loss when it comes to learning. Most TEFL courses are designed and structured for a universal classroom but the 30 hour on site TESOL/ TEFL Course by American TESOL Institute, one of the most respected TEFL course providers in the world, is made especially for Asian Teachers and their students, keeping in mind their problems and needs.

In this “Special Thai Project” you are expected to complete a 30 hour onsite TESOL program which will make you aware of the practical aspect of teaching and earn your Introduction to TESOL Certification including accommodation during the course.

Completion of this will certify you as a TEFL trained teacher and immediately you will be placed in schools in Thailand for the next 12 months giving you the first hand practical experience of being in class with real students. It is an opportunity to see what you have learnt being applied successfully in class.

The Teach in Thailand Project is for Asian teachers to teach different subjects in Thai Schools. This program offers you the convenience of completing the practical aspects of teaching in Bangkok, Thailand So you have the best of both, an internationally structured course from your desk and the chance to be in Thailand teaching and interacting with the locals for the next 12 months.

Eligibility - In order to stand eligible for the TIT program, need to be is above the age of 21, degree as qualification*
· Degree in MATH, COMPUTER SCIENCE, SCIENCE & ENGLISH Only
· Preference will be given to teachers with teaching experience in any of the above subjects

You pay a very affordable rate of US $500 for an International TESOL course and in return earn an attractive salary of US $ 700 per month (all inclusive)

What is the American TESOL Institute “Special Thai Project” advantage?

This project is only for Non Native teachers / Asian Teachers

The “Special Thai Project” is 30 hrs onsite program followed with immediate teaching placement in Thailand

The “Special Thai Project” will be held in Bangkok

The program is Internationally recognized meeting all standards of TEFL / TESOL globally

Course details created more specific to teaching Asian students

You have an internationally approved TESOL course structure and a globally recognized certification.

Immediate placement in schools of Thailand.

Introduction to TEFL Certification at an attractive and very special price.

Free accommodation (double occupancy) at a beautiful hotel during the course in Bangkok.

Orientation on Thai culture and Thai Language on the first day of the project leading to an Introductory TESOL program.

Non-immigrant visa and work permit suitable to Ministry of Education procurement assistance.

After the completion of the TEFL / TESOL course, a salary of 22,750 baht (currently $700) per month (all inclusive) (in comparison, local teachers earn only about 10,000 baht per month. So this is more than enough to live comfortably anywhere in Thailand) for the 12 months of teaching in the Schools across Thailand.

Assistance in Work permit, Visa papers and Visa assistance for the TEFL trainee turned teacher.

Unique cultural experience in interacting with the local people and while teaching in local schools

More details here - http://www.justtefl.com/asian_teachers.shtml

Apply to - admin@justtefl.com

Filipino English Teachers Take Language Proficiency Examination

noreply@blogger.com (alfred) — Sun, 10 Feb 2008 20:41:00 +0000

MANILA, 4 February 2007 — Some 14,503 English teachers in the elementary and high school levels took the language proficiency exam in testing centers nationwide as part of a campaign to make the English language proficiency as the “flagship program” of the Department of Education.

President Gloria Macapagal Arroyo recently told her officials to pay particular attention to teachers in English, science and mathematics in low performing schools culled from the 2007 National Achievement Test (NAT).

Education Secretary Jesli Lapus said that the government wants to make Filipinos experts in the English language as it is the “”building block” to learning.

President Arroyo earlier expressed her fears over the deterioration of the use of this foreign language in public elementary and secondary schools, even among teachers.

The test is expected to measure the teachers’ aptitude on the structure of English. It mainly includes reading comprehension, written expression as well as grammar. An estimated 12,794 teachers from 1,898 elementary schools and 1,709 teachers from 265 secondary schools took the test.

Lapus likewise said that the test results will assess the improvement of 16, 625 English majors and 2, 267 non-English majors who have been teaching the students who scored low in the NAT.

Under the Teachers Mentoring Other Teachers Program, teachers are trained to teach other teachers.

Based on earlier reports, the examinees are teachers in elementary and high schools that fared dismally in the latest NAT conducted nationwide.

About 7,300 public school teachers underwent intensive and hands-on training in English proficiency. The teachers, in turn, echoed what they learned to 95,000 teachers in their respective schools under the Teachers Mentoring Teachers Program.

“We have to determine exactly what we can do to improve English proficiency among our teachers to allow us to come up with more appropriate programs that will address the problem,” Lapus noted.

Director Nelia Benito of the department’s National Educational Testing and Research Center said the test results will also be used in crafting programs that will tackle the teachers’ deficiencies in teaching English. “The test will also provide baseline data for policy and decision makers in formulating effective programs to address the needs of the teachers,” she stressed.

It will pinpoint areas of concern that require immediate attention during the conduct of the program and lead to specific action plans to solve the deficiency and improve school performance.

“Policy and decision makers can promptly formulate lessons, instructions and manuals that directly deal with the areas of concern,” she added.

Writer: Gloria Esguerra Melencio, Arab News / http://arabnews.com/?page=4&section=0&article=106456&d=4&m=2&y=2008

S. Korea to hire 23,000 more English teachers

noreply@blogger.com (alfred) — Fri, 08 Feb 2008 20:38:00 +0000

South Korea’s incoming government will recruit 23,000 qualified English teachers by 2013 and increase the number of classes in elementary and secondary schools, the presidential transition committee said yesterday (Jan 30).

The plans, expected to cost 4 trillion won (US$4 billion), are part of President-elect Lee Myung-bak’s drive to revamp public English education and reduce spending on private learning.

The goal is for everyone to be able to speak English freely with a high-school education, Lee said.

The new government plans to spend 1.7 trillion won on hiring 23,000 teachers with TEE (Teaching English in English) certificates between 2009 and 2013. Of them, 10,000 are to be posted to elementary schools and 13,000 to middle and high schools.

Eligible TEE teachers are individuals who have completed English education programmes at home or abroad, including those with TESOL (Teaching English to Speakers of Other Languages) certificates; those with master’s degrees from English-speaking countries; those with government-issued teaching certificates; and other professionals who can conduct English classes.

Potential candidates will be given in-depth oral interviews. Successful applicants will undertake six months of training in order to obtain a teaching certificate, which must be renewed every five to 10 years. They will work on a three- to five-year contract basis.

The government expects to post 3,500 TEE teachers to elementary schools, 2,000 to middle schools and 1,000 to high schools in 2010, with an emphasis on rural areas or downscale parts of large cities.

The incoming government also plans to spend 480 billion won on providing intensive training to 3,000 current English teachers annually over five years, beginning from 2009. Half of the teachers will undergo a five-month intensive course in Korea followed by one month in an English-speaking country, including the United States, Australia, New Zealand and Singapore. The remaining 1,500 will be trained overseas for the entire duration, 500 of whom will undertake one-year TESOL programmes for “tailored” language training.

The incoming administration also plans to capitalise on the English skills of competent college students, homemakers, local residents and ethnic Koreans, who will play an ancillary role in after-school classes and other extracurricular language classes. They are expected to be posted to rural areas first.

Assistant teachers will be remunerated for their services and receive various incentives, including transport allowances. The new government expects to spend 340 billion won on this initiative over five years.

The incoming government will establish a comprehensive system for native English teachers supporting the English classes. The new system will encompass a wide range of programs to train and place foreign teachers in schools, and help them adapt to Korean society.

The English language curriculum will also undergo a major shift. Beginning in 2010, the time allotted for English classes conducted solely in the target language will increase to three hours per week for elementary-school students in the third to sixth grades. Currently, third- and fourth-graders take English-speaking classes for one hour per week, while fifth- and sixth-graders receive two hours a week. With this plan, the incoming government aims to see all English classes for third- to sixth-grade students conducted in the target language from 2011.

In order to focus on speaking and writing, the size of middle- and high-school classes will also be significantly scaled back, from the current 35 students per class to 23. To improve communicative skills, the incoming government’s aim is for middle schools to conduct 70 per cent of English classes exclusively in the target language by 2012, and 50 per cent for high schools by 2013.

The incoming government also plans to administer a new English proficiency test for college entrance from 2013 that will replace the English section in the state-run College Scholastic Ability Test. The new test will evaluate only two categories - listening and reading - in 2013 and 2014. From 2015, the test will be expanded to also cover speaking and writing.

Test results for the reading and listening components will be issued in grades, while results for the speaking and writing parts will be a straightforward “Pass” or “Fail”. The test is to be administered on a regular basis to ease the burden on the CSAT, which is held once a year.

By Song Sang-ho
The Korea Herald
Publication Date: 31-01-2008