Professional Documents
Culture Documents
by:
Paul Z. Jambor
Currently (October, 2009) at:
Korea University
IFLS: Department of Education, Art & Design
Table of Contents
Introduction
Type A Syllabus
2.1
2.2
Type B Syllabus
3.1
3.2
.....
.
...
..
.
......
Cultural Context
...
p. 2
p. 3
p. 4
p. 7
p. 10
p. 11
p. 13
p. 15
p. 15
p. 16
..
p. 18
Summary ...
p. 20
References
P. 22
Appendix
P. 23
1 Introduction
When one is considering whether a Type A or a Type B syllabus is
most
suitable
for
ones
classroom
environment,
there
are
many
2 Type A Syllabus
requirements
and
efficiently.
Non-native speaker pedagogic corpora would better serve the
interests of Korean learners, however theyre unavailable. Moreover they
could help to empower Korean English teachers.
The textbook KnowHow by Oxford University Press, preselected by the English department head at the authors university, only
uses roughly 40% of the first 2,000 most common words according to the
calculations of one of my colleagues, Sharon Simpson, at Hoseo
university, therefore the textbook, itself seems to provide little focus on a
word-frequency based syllabus.
This could raise the question: Could a notional and functional
syllabus better serve Korean students needs?
mainly provided the authors students with the ability to mimic the desired
sentence formats,
while
providing
them
with
limited
ability
to
10
Figures 1 & 2). However, in light of the claim that this approach allows
little deviation from the prescribed form, it might not be appropriate in
helping the authors students develop a holistic knowledge of the
language that is readily available.
3 Type B Syllabus
11
12
13
Learners and teachers are both expected to follow certain cultural norms
within the classroom environment, and it is impractical to expect these
roles and the allocation of powers to radically change between them.
Moreover, learners cant be expected to know whats best for them, and
teachers may be incapable of recognizing when it is most appropriate to
allocate control to the learners.
14
One cannot expect that learners will very readily adopt a pattern of behaviour in
the English class which is at variance with the roles they are required to play in
their other lessons. (Willis, 2000:9)
Because this syllabus type would allow for the usual Korean
teacher-student roles, it may well be a good solution, however, since
there is limited attempt made at getting the students to take part in oral
conversation, as the tasks are predominantly completed in relative
silence,
the
author
feels
this
syllabus
would
prove
to
be
15
Chart 1
Type A What is to be learnt?
-Interventionist
-External to the learner
-Other Directed
-Determined by authority
-Teacher as lesson-maker
-Content = What the subject is to the -Content = What the subject is to the
expert
-Content
learner
=
gift
from
and wants
-Subject Emphasis
-Process Emphasis
criteria
(White, 1988:44)
16
4 Cultural Contexts
It is without much contest that cultural values are deeply imbedded in
most educational systems. What is more, Hofstede writes about the software
of the mind whereby people are preprogrammed in how to behave (See Irving,
1986). Given that teachers, students and other individuals in all levels of
authority, within any educational framework, are pre-programmed in the way
they ought to behave by their culture(s), then it should be without any doubt
that culture does play a key role in education. Although private institutions
can choose to embody the culture(s) of the target language, public institutions
are rarely given that level of flexibility. Cultures not only influence the roles of
institutions in educational processes, they also manipulate teacher-student
relationships.
While in Western cultures learners are expected to assume a more
self-directed role in the learning process, with the teacher as the mere
coordinator of that process, in a more Eastern educational context, the teacher
assumes a central authoritarian position. This knower figure thus needs to be
respected as s/he stands well above the students in the educational hierarchy.
To my experience, the Korean EFL educational system fits this orientation.
17
18
19
for the Korean teacher-student roles to flourish, however the author prefers
the Type B syllabus, as it is simply the best option if the aim is fluency
rather than explicit knowledge of language rules.
As one may expect, the institution and the author are at odds with
one another, given that the institution supports the implementation of a Type
A syllabus while the author does his best to implement the Type B syllabus
whenever possible.
Students in the authors classes are organized into groups of 4-5
wherein they are to engage in conversation and problem solving activities
with little interruption by the teacher. The focus here is on the conversational
process. No clarification of grammar rules is implemented unless required by
the students. His students are given the opportunity to select the topics they
find interesting, however they are expected to make no major course altering
decisions.
20
7 Summary
Based on the evidence laid out within the body of this essay, it
should become rather obvious that any one method is singularly inadequate
to teach English in Korea. On the one hand, a Type A syllabus is an
appropriate match for the Korean cultural context, complementing the
teacher-student relationships, but on the other hand, a Type B syllabus
enjoys the backing of SLA research and empowers learners with more
readily available language knowledge that leads to fluency.
Furthermore, if the focus is to be on explicit rather than implicit
knowledge of language, than a Type A (content oriented) syllabus would be
the ultimate choice. However, given the fact that the author teaches mainly
21
22
References
Carter, R (1998) Orders of reality: CANDODE, Communication, and culture, ELT Journal, Volume
52/1,
January
1998,
Oxford
University
Press
1998
[Online]
Available
at:
Carter, R. & Nunan, D. (ed.) (2001) The Cambridge Guide to Teaching English to Speakers of
Other Languages, Cambridge: Cambridge University Press
Irving K. J. (1986) Geert Hofstedes Model in Robert Patersons Radio Weblog [Online] Available
at
http://radio.weblogs.com/0107127/stories/2003/01/16/cultureGeertHofstedesModel.html
Long, H. M. & Crookes, G. (nd.) Three Approaches to Task-Based Syllabus Design, University
of Hawaii [Online] Available at http://www.iei.uiuc.edu/TESOLOnline/texts/longcrookes/ (Accessed
on December 7, 2005)
Schmitt, N. & McCarthy, M. (ed.) (1997) Vocabulary - Description, Acquisition and Pedagogy,
Cambridge: Cambridge University Press
Willis, D. (1990) The Lexical Syllabus A new approach to language teaching, London: Collins
ELT
Willis, D. (2000) Syllabus and Materials, The Centre for English Language Studies, University of
Birmingham
Appendix
23
Figure 1:
Figure 2:
24
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.
.