INSTRUCTIONAL NARRATIVE UNIT

Instructional Narrative Unit

Natalie Brentano
University of Kansas: Department of East Asian Studies/ School of Education
C & T 491: TESOL Teaching Practicum in Seoul
Dr. Cho & Dr. Peter
28 June 2015

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Part One: Research Paper
As demonstrated by the articles that were read during the duration of this course, the
assortment of perspectives and believes varied in their own unique ways. Some discussed
languages theories and how languages are acquired, while other articles discussed the ideal
teacher/role model for students and other articles presented background information for
different topics such as, English fever (Jin-Kyu Park 2009) in South Korea, or discussing
the values of TESOL. After analyzing the theories and approaches to TESOL, I was better
prepared to create a philosophy and approach to teaching.
Korean parents will spend a great deal of money on their children to assure that they
will receive the best education that is possible. The education includes all extracurricular
lessons, such as cram schools, private tutoring, English camps and language training abroad
(Jin-Kyu Park 2009) despite the extracurricular lessons Korean parents send their children to,
the struggle to learn English lingers. The approaches that are used to teach English have
changed dramatically since 1990, as the primary focus has changed from being grammar
driven, to having the desire to have better speaking abilities. After having taught at
Kyunghwa Girls English Business High School there are native teachers that allow the
students to have an opportunity be exposed to native speakers of English. This can be a result
of the intense desire to speak native-like English (Jin-Kyu Park 2009). Additionally, one of
the motivations for having student teachers has been to provide an opportunity to hear
different variations of English. By providing students with various accents, it allows students
to hear and to be immersed into the language in hopes of achieving native-like speech status.
I have been given the opportunity to observe and teach classes that are conducted in
English, during which I have witnessed the struggle and the obvious signs of students lack of
interest within the content, increased stress on teachers, communication problems and

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limited understanding of the content (Jin-Kyu Park 2009). The major issue about having
classes conducted only English makes many students frustrated, because students are not at
that level of proficiency in English. For B level classes that were observed there were coteachers who would translate directions and material to ensure that students understood.
Regardless of what students understood they often lacked interest because they have predetermined that their ability with the language is inadequate because they are unable to
comprehend. In doing so, students will then believe that they have automatically failed and
are deeply discouraged. I found that by asking students to translate sentences into Korean has
been a very efficient way to check comprehension. Though the class is intended to be
conducted in only English, I have found that by using a very useful technique called
scaffolding, I have had less confusion with students comprehension. Thus, I would like to
spend more time learning about this technique and implementing it into future lessons.
Moussu and Llurda presented a good comparing and contrasting of native speaking
teachers versus non-native speakers of English. It was interesting to see the comparison of
strengths and weakness of each type of teacher from two perspectives, from the outside and
from a personal perspective, and to evaluate the differences to illustrate what an ideal teacher
may consist of through the eyes of Moussu and Lludra. This was done by evaluating the
conclusions that were stated earlier in the article, to successfully illustrate the strengths an
ideal teacher would need to have.
For a native speaking teacher to be considered an ideal educator, they would need to
have a very high degree of proficiency in the mother language, while the non-native speakers
would need to have reached a near native proficiency level (Moussu and Lludra). Some of the
native speaker strengths include: a unique cultural knowledge allowing native speakers to be
more equipped for EFL contexts. While, non-natives are better suited to the ESL context due

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to their multicultural perspective, but they are a better fit to their home country because they
are able to use their mother tongue more effectively to provide scaffolding for students when
needed. Non-native teachers are better role model for students because students are able to
see the result of hard work that was dedicated in order to have a high proficiency in the L2
that learners wish to become better acclimated with. Through this, it provides students with a
motivation because, their teacher can relate to struggles and confusions that were once
encountered by themselves. Additionally, non-native speakers are able to anticipate for
problems with the language due to their own experience. While non-native speakers are better
at predicting potential issues, Ellis (2004, 2006) was quoted in the article that [the
argumentmay] have to do with monolingualism vs. bilingualism rather than a native or
non-native status (Moussu and Lludra). Therefore, it may not deal with the status of the
teacher, but the number of languages that non-native teachers know. But in general, nonnative teachers are able to also provide a firsthand encounter with these issues and ways that
are successful in eliminating confusion (Moussu and Llurda). After reading these strengths
about non-native speakers, I found myself agreeing with the advantages that were highlighted
by Moussu and Lludra.
As someone who has spent much time acquiring an L2, I found myself relating to the
students and Kyunghwa EB high school, more so than the other student teachers that were
present. I found that, one of the most helpful techniques that I have utilized more than other
methods was, scaffolding. After explaining things in English and seeing the many confused
looks on the students faces, I would explain things in Korean, then double check that they
understood what I was saying in English. Additionally, with my background with Korean
learners of English, I felt that I was able to anticipate difficulties that students may encounter
due to the previous interactions I have observed. Based upon the advantages that were
highlighted, I feel as if I am able to relate to the non-speakers advantages as well as, the

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strengths that native speakers also have.
Though I find myself agreeing with many of the non-native speaking teachers
strengths, I am also able to relate to the values that native teachers believe in. Some of these
strengths include, being more tolerant to mistakes, and being able to empathize well with
students difficulties. The ideals that native teachers demonstrate, I am also able to relate to.
During my time teaching the students, I found myself encouraging students to ask questions
and not to be embarrassed if they make mistakes. Being tolerant to mistakes is a vague way
of illustrating my encouragement for students to make mistakes. Learning a language is not
easy therefore, mistakes should be expected. From the students I observed many of their
goals for English was to be perfect. Especially for these students in South Korea, the amount
of stress and pressure that has been placed upon them to communicate fluently is not only
stressed but required. Being comfortable making small errors is something that will
encourage students to try again next time. This allows students to have more confidence with
an L2, and in doing so, I believe that students proficiency level will grow as confidence is
restored within their minds.
While understanding different strengths and weaknesses, and perspectives will allow
an educator to grow in the way they are able to present methods and the presentation of
materials, its important to define what English is, and what is standard and what is not. By
defining English, it can be better understood what the overall goal students are working
towards. Spending countless hours with many of the girls in the English Business High
School, I have heard English used often. But, can it be considered standard, or the appropriate
type of English that has been stressed?
According to, Canagarajah (2014), it is important to understand of the dynamic of
how the English language works, and the way it has been modified for different locations and

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purposes around the world. English is a language that has been modified for different local
contexts, or the assortment of varieties of the language that exist. Therefore, it is important
that students have an understanding that there is not one definition for the English language.
According to Kachrus model of World Englishes, is separated into two categories: the
expanding circle, and the outer circle. The difference between the two is that, the expanding
circle consists of countries that do not have an alternative variation of English, or use English
as a second language locally; unlike those who are in the outer circle communities. In light of
this perspective, Canagarajah stresses the process of globalization that occurs creates varieties
of the language to suit the needs of a specific community. For example, during the time I
spent observing classes, I noticed that the students of Kyunghwa, has altered English in order
to combine Korean and English words together, because it suits the purpose of
communicating with friends, and showing off their L2 skills.
Therefore, the idea of presenting a universal variation of English to the students at
this school is hard to imagine due to the many alterations that have taken place to the
language. Canagarajah states that, scholars have begun to question the notion that there are
reconstructed languages or English varieties in the first place, because of this one official
distinction of the English language is unavailable. Due to the issue of a lack of a standard
division of the language, it creates issues for learners because learning only one variation will
allow them to communicate in a specific area while demonstrating a high level of proficiency.
But, if using dialects and accents that are not common in an area, communication will
illustrate difficulties.
The students at the high schools present an understanding for one variation of
English a slow and steady, a clearly enunciated and perfect grammar usage. For a native
speaker of English, it is awkward to hear perfect grammar being used in speech, or hearing

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the language spoken at a slower rate was unusual. After observing many classes it became
more evident that this was the version of English that had been exposed to them. When I
started teaching, it was a constant reminder in the back of my head to speak slowly and make
my words clear, to ensure that I was understood by others. With this said, I believe that
students should have a firm understanding that there are different accents and variations of
the language, and should be allowed to be exposed to these differences. Not a full
comprehensive understanding, where students would be able to imitate different variations,
but to hear the variations, and notice the differences.
Despite South Koreans determination to acquire a native speakers proficiency when
communicating English has been deeply influenced by culture, customs and society. Watson
(2012) attributes South Koreas rapid development to the ideal of having one family, one
race, one nation. In addition, the government stated that they would replace the words to
indicate pure blood or mixed blood with terminology that is politically correct. While
multiculturalism is when cultures are able to come together and coexist peacefully. Watsons
research presents the ideas that instead of Koreans understanding other cultures, the common
belief is to make foreigners to understand their cultural and social values.
In order to understand this, an understanding of Korean culture is necessary, as
Koreans have continued the need to establish the difference between pure bloods and mix
bloods. This is due to the belief that a shared bloodlines is often regarded as a political
incorrectness (Watson 2012). With this the implications that Watson makes suggests that by
separating culture from believes in race and ethnicity, the assumptions of Korean
exclusiveness are obscured despite the fact that there are deep roots within the Korean
culture. The other implication is that if race and culture are linked, then it would be
reasonable to suggest that multiculturalism may be the driving force that will change the

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beliefs about racial and ethnic stigmas that are instilled within the culture norm. Watson
makes the argument that these beliefs of race and ethnicity have gone unquestioned, implicit
and constitutive of cultural attitudes that are directed towards foreigners. Many scholars
disagree with the approach government took with multiculturalism meanwhile the
government has simply changed the teaching approach. Watson poses the question of
education and how race and ethnicity will be approached in these settings.
To be labeled a foreigner in South Korea is not a difficult task to be accomplished,
simply by looking different and carrying oneself differently than others will eventually
trigger the use of the word foreigner amongst Koreans. I have had a lot of first had
experience with this because of my racial status: half Korean and half American. Regardless
of the notion that I am able to speak Korean, and present myself as a Korean, due to my
appearance and my racial status I am not considered a true Korean in this society. Within
Watsons article there are points that are highlighted and are emphasized throughout the
article, one that was memorable was that, though Koreans want to achieve a sense of
multiculturalism, their ideals and cultural obligations make it difficult to fully accept the idea
of mixing cultures and blood together. Watson questions how the goal to be multicultural but
the beliefs regarding race and ethnicity. When thinking about how these beliefs have never
been called into question, my past experience in Korea suddenly made sense. Because I look
different and because I am a half-blooded Korean, I cannot be regarded as a true Korean
based upon these beliefs. More so, its understandable why Koreans will stare down
foreigners, and blatantly say foreigner while pointing. It is curious as to why this has not been
brought up before, or made more obvious especially because Korea is English crazed and
strives towards a fluency in English. But due to old customs it has been difficult to accept a
blending of cultures. From this perspective more aspects of the culture and more aspects of
society are clearer, but the question of multiculturalism lingers. The question lingers because

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of the two implications are two possible answers that would allow for there to be more
insight.
While questions linger about the ideals that are presented with culture and ethnicity,
and the connection of the English language, there are ways to better understand these ideals.
The TESOL practicum is an experience that is one of the most important learning
experiences for student teachers (Cahn 2013), due to the experience that new teachers are
able to gain from a practicum, it is often considered the key component to teaching.
A practicum presents a new teacher with the opportunity to observe other teachers
and gain more knowledge based upon what is observed. Additionally, students who
participate in a practicum have the chance to change, reflect upon their teaching and learning
philosophy. While there are challenges within a practicum, the reward and the amount of
knowledge that has been acquired is the greatest reward. Some of the challenges presented
include not having former background in teaching, having different heavy expectations
placed upon the student, and at first, struggling to understand how to plan and how to present
material. But like most challenges, once they are surpassed, the hard work and the effort that
one spends putting into the program, will be rewarded in the end. I am one of the students
who participated on this practicum in South Korea who had no prior understanding of how to
teach or how to make it engaging. After completing this TESOL practicum, in spite of the
challenges and the deep confusion that settled at the beginning, the hard work that I placed
into this program has given me the knowledge, different approaches to methods to present
material, and the desire to make improvements from what I have learned now. Though it
seemed daunting from the first moment I stepped onto the Kyunghwa campus, I leave with a
sense of pride and accomplishment that has left the desire to improve and to keep learning
from this experience.

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Part Two: Personal Narrative

The lesson plans that were designed for this class included ideals from everyones
teaching ideals and the values that they hold close to themselves. While a holistic approach of
trying to incooperate everyones ideas into a lesson I think that it caused points that the
individual teachers wanted to include, and stress were glazed over. Additionally, I think that
had we had more time, I believe that I could have created a lesson plan that stress important
points that are vital for students to gain more confidence.
After examining the research, it seemed to illustrate the importance of being highly
proficient in another language, or learned another language in the past. I think that these
ideals were easy for me to connect to, not just because I consider myself to be proficiently
fluent in another language, but I am able to understand the struggles that they are going
though and the effort that they have demonstrated. Because I was one of the English Business
school teachers, I was able to teach three different grades, which were split into A and B
levels. The age range was between 16 years old to 19 years old, but the level of proficiency
was variable amongst the different students. There were some students who had studied
abroad in Malaysia and in Australia, thus those students would have a higher level of
proficiency than those who have not traveled abroad. For this lesson, have you traveled, was
used for the 2As and the 3B groups because the lesson was a continuation of what they had
learned the previous week. We felt that by building off of what we had previously taught
them, the lesson would present itself as a way to recall past material and to hopefully solidify
the past material by presenting similar ideals with different methods of approaching them.
The students home language is Korean I do not believe that any of the students at the EB
high school are from a split background home.

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At first, when I began to make lesson plans, I was lost and I did not know how to
make an actual lesson plan. I am more familiar with taking an idea and processing out the
ways that you may go about presenting the materials. Thus, when the assignment came
around, the EB girls struggled to write lesson plans and how to go about presenting the
material effectively. As novice teachers, we made adjustments to each lesson plan after every
class, because based upon what we saw and how it was accepted played a role in how we
could more effectively. I think that the progresses that I have made as well as my colleagues
have tireless, but I believe that we did the best that we could, and were able to present the
material in such a way that the students had fun and hopefully learned from this experience,
like the EB student teachers have.

Works Cited
Canagarajah, S. (2014). In Search of a New Paradigm for Teaching English as an
International Language. TESOL Journal, 5(4), 767-785.

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Canh, L. (2014). Great Expectations: The TESOL Practicum as a Professional Learning
Experience. TESOL Journal, 5(2), 199-224.
Moussu, Lucie, & Llurda, Enric. (2008). Non-Native English Speaking English Language
Teachers: History and Research. Language Teaching: Surveys and Studies, 41(3),
315-248.
Park, Jin-Kyu. (2009). 'English Fever' in South Korea: Its History and Symptoms. English
Today: The International Review of the English Language, 25(1 [97]), 50-57.
Watson, I. (2012). Paradoxical Multiculturalism in South Korea. Asian Politics & Policy,
4(2),
233-258.