Sessions / Professional Development
Futurist, humanist, and author Gerd Leonhard takes us through the possibilities and probabilities of the next decade. Based on decades of experience as a virtual keynote speaker and consultant with an impressive client list, he brings his considerable expertise to bear in this dynamic presentation. He asks, with reference to both technology and society, what are the things we can look forward to in the next 10 years? What opportunities lie ahead in our next decade? What are the challenges we face as human beings? And last but not least, what are the questions we in the profession of ELT should be asking during the course of this conference — and beyond — if we are to create together a positive, enduring future?
* This keynote will be prerecorded and will be made available to conference attendees by the following morning. We would ask that you do *not* share it publicly, but you are more than welcome to record it for your own personal purposes. ** The keynote will be followed by our opening night panel plus a moderated "Q and A" session. *** If you have a question for Gerd Leonhard, please feel free to submit it on our Discord server, or you can wait for his appearance at our Conference Retrospective on Sunday, February 28, at 7:30 p.m.
*** View the video of Gerd Leonhard's keynote presentation here: https://kotesol2021.eventzil.la/session/1174 ***
After Gerd Leonhard has told us a bit about our futures as humans in this rapidly changing world, we need to begin to think about this in terms of ELT. Our opening night panel lets attendees hear the voices of 5 different professionals, from an early-career teacher to one of the most experienced educators in Korea. Each will briefly describe their thoughts and feelings about what may / might / will happen in ELT, in order to prime attendees to reflect on their own future(s) in the days ahead.
Our panelists are:
John Endicott: President, Woosung University
Judy Yin: Associate Professor, Korea National University of Education
Lisa M. Hunsberger: Lecturer, Kyushu Sangyo University; Presentation Design Specialist
Sydney Fortowsky: Korean Government Scholar, Korea University; Early-Career English Language Teacher
Stafford Lumsden: Researcher, Macquarie University; Online Teaching and Learning Specialist
Come listen, and be inspired!
This pecha kucha will explore the work of TESOL's Affiliate Network and Professional Council (ANPC) and its role with global affiliates. Present and future affiliate leaders will learn about the support the ANPC can offer.
** Part of the Pecha Kucha Extravaganza; each pecha kucha is just under 7 minutes long (20 slides at 20 seconds per slide).
This session will feature presentations by our cohort of graduate students:
Matt French, "Mental Lexicons and Word Association: A Small-Scale Study" (sync) Nur Fitri Gebers, "Example of a Communicative Lesson for a Mixed-Ability Online English Literature Class" (sync) Gizem Genç & Antonina Nemtinova, "Identities of Turkish High School Students and Their Effects on Learners’ Perceptions of Lesson Theme" (sync) Ehean Kim, "Scratch Coding Workshop Through Design-Based Research" (sync) Kirsten Razzaq, "From SOS to Success: The Distance Learners’ Dissertation Toolkit" (sync) Charlotte Otto, "The Role That English Plays in the World Today" (async) Helmut Otto, "Language Planning: An Example from Africa" (async) Robin Maurice, "A Framework for Adapting and Exploiting Authentic Materials with Young English Learners" (async)
A roundtable discussion of issues and importance to current graduate students.
Ehean Kim Matt French Fitri Gebers Gizem Genç Antonina Nemtinova Robin Maurice Charlotte Otto Otto Helmut Kirsten Razzaq Michael Berichon
Join us as we discuss the opening keynote and happenings up through Monday afternoon. What sessions did you attend? What ideas, questions, and wonders do you have? What is your plan for the remainder of the conference? More to the point, this is a “socially professional” space for us to have guided conversations about camps during the breaks (adjusting to levels), podcasting, digital citizenship/literacy, and tech tips.
***** Welcome Table Poetic Catalyst
Drop by, say “hi," ask why / share the word you heard from Gerd / make a rhyme, spend some time / sip some tea, virtually / make a friend, ‘cause in the end / this table is set altogether to get / us all together, and you can bet / this conference will be / so much better with you, here with me.
7~7:05 p.m. Welcome ~ Overview (James Rush II)
7:05-7:25 p.m. Panel: Fri~Weekend-Mon summary Insights/Questions
7:25-7:40 p.m. Podcasting: Q & A, Future Plans and Considerations (Greg Lewis)
7:50-9:00 p.m. Kids on Zoom: What Worked; What Didn’t (Martin Todd, Bien Gruber, David Berry)
9:00-9:30 p.m. Tech Tips Sharing/Writing (David Kim)
* 7:25-7:40 p.m. Podcasting: Q & A, Future Plans and Considerations (Greg Lewis)
What started out as an idea within the chapter has allowed for a lot of good discussions, interaction, and considerations. This general topic can go in any number of directions. The main goal is to share ideas while explaining the challenges and successes so far.
* 7:50-9:00 p.m. Kids on Zoom: What Worked; What Didn’t (Martin Todd, Bien Gruber, David Berry)
Due to the COVID pandemic, the regular storm of English camps was not held offline in the summer of 2020; but Yonsei University hosted a Zoom English camp, which they re-hosted again in the winter, as some other camps either returned offline or began using Zoom. The presenters will talk about the unique set of issues they encountered as they landed on the front line of the collapsed (offline) Mapo-Yonsei English Camp and re-imagined it on the fly as a remote educational adventure: what they tried; what worked; what didn’t.
* 9:00-9:30 p.m. Tech Tips Sharing/Writing (David Kim)
Digital citizenship has three major themes and nine principles. This brief session will be introducing these as a way to connect with one another. It may be a bit odd and a somewhat different way to approach a topic, but in the end, the goal is to be professionally social and gain an awareness of one's digital footprint.
How did you hear about Korea TESOL? If the Publicity Committee has been successful, then you heard about it through one of their promotions: a social media graphic, a YouTube video, an article in a Korean newspaper, or an interview on a podcast. The committee continually strives to bring more passionate educators to conferences and encourage memberships. In this workshop, learn how the Publicity Committee promoted KOTESOL pre-pandemic, how the game changed in 2020, and how to get involved if you love publicity as much as they do. There will be ample opportunities to share and discuss new ideas for promoting KOTESOL via breakout groups.
This roundtable features speakers who have experience in research or teaching in both Korea and Japan, or facilitating or collaborating between the two countries. After brief opening remarks, the session will be open to participants for discussion and networking. This session aims to bring leaders, researchers, and teachers in Korea and Japan together with the goal of working in closer collaboration.
Speaker 1 (Dawn Lucovich), Professional and Community Development: I will discuss how professional organizations and their members in Korea and Japan can work together to create mutually beneficial opportunities.
Speaker 2 (Miso Kim), Research: I would like to share Korean-Japanese research collaboration ideas on these topics: (a) the social significance of standardized English tests, (b) students' motivation to study English and go abroad, and (c) the feasibility and practicability of English as a Lingua Franca (ELF) education.
Speaker 3 (Erin Bruni Suzuki), Teaching: I will discuss how university students, high school students, and debate coaches in Korea and Japan worked to create an online international high school parliamentary debate tournament.
Speaker 4 (Rhea Metituk), Professional and Community Development: I will share my experiences developing connections and collaborations across KOTESOL and JALT, including through events both offline and online, and through JALT's Performance In Education SIG.
** Free and open to all! **
In this interactive Padlet session, participants have the opportunity to view and discuss three special video messages offered by three luminary figures:
Scott Thornbury (The New School) on task repetition. Diane Larsen-Freeman (University of Michigan) on repetition and complexity. Margaret Whealtey (author of Leadership and the New Science) on emergence.
The ideas discussed in these video messages connect us from the moment-to-moment of classroom experience, out to learning and development over longer timescales, and to important issues facing learners and teachers and their societies, including the current pandemic. A rich opportunity for reflection, discussion, and new insights.
** Free and open to all! **
This session will reconsider some important questions already familiar to English teachers.
Should we let students use L1? Should we use it ourselves? How can we motivate disinterested students? How useful are our class activities, really? EFL teachers are sure to meet these questions, and many more. As our experience broadens, we develop a sense of our answers. Our philosophies grow, evolve, and deepen.
With this in mind, this session will challenge attendees to re-examine some of these ‘old’ questions in order to reflect on what we believe now, how we got here, and where we might go next. Attendees will reflect on three important themes in ELT: L1 in the classroom, student motivation, and activity effectiveness. Attendees will gain insight into their own beliefs and practices, and the presenter will offer some of his own ideas along with a smattering of theory, casting some new light on perennial issues.
** Free and open to all! **
Most students don’t like homework. “Homework” often suggests tedious busywork. Many students rush homework, focused on what they can do afterwards. Some teachers give rewards for “finishing” homework.
But what if homework became a reward unto itself?
Using self-study solutions, learners can become proactive in meeting their own goals. They can also become more aware of progress.
Language learning is a monumental task, with countless things to remember. The cycle of learning and forgetting can be extremely demotivating. Self-study helps to strengthen memory, but it can feel boring, lonely, and frustrating. What can be done about this?
This presentation will focus on finding the right self-study solutions to motivate learners. Spaced repetition and human memory will be discussed. Participants will discuss their own experiences, and compare different self-study tools including Memrise, Quizlet, and Anki. Other self-study tools and unique ideas, such as LCD writing boards, will also be explored.
** Free and open to all! **
Authentic materials are often lauded, but seemingly rarely used. Have you ever wanted to use authentic materials in your classroom but were not sure how to? Are you unsure about what exactly an authentic material is? The purpose of the workshop is to help participants reflect on their usage or possible usage of authentic materials in their own contexts.
First, we will discuss what exactly authentic materials are, and their advantages and disadvantages. Next, we will play “Authentic or Not”, with participants deciding whether or not something is an authentic material. Finally we will move onto a broader discussion wherein participants can share exemplary authentic materials they have used and how they used them in their classes, and other resources that may be useful in selecting or presenting said materials. Participants will leave this workshop with new perspectives on authentic materials and ways they can be used.
** Free and open to all! **
Role-plays and dialogues can be fun production tasks that spark students’ creativity while also encouraging movement in the classroom. However, many students (especially those less academically-inclined) may be quick to throw up their hands and say “I have no idea” or “I’m not creative.” It’s a common problem that can derail creative dialogue activities.
The key to creative breakthroughs can start with setting restrictions or boundaries - creative constraints. By setting initial limits on role-playing possibilities, students can find more creative freedom - a kind of “jumping-off point.” As teachers, we can turn these dials to scale speaking activities to students’ language abilities and promote more creativity in our classrooms.
KOTESOL members come from diverse backgrounds and identities with varied concerns and interests. This panel is meant to explore the successes and challenges our members experience based on that diversity, as well as how KOTESOL hopes to improve in the future. In turn, KOTESOL Special Interest Groups [SIGs] under the social justice umbrella will offer insights, followed by discussions of related questions in breakout rooms, to which all participants are invited.
Representation and Diversity in KOTESOL Membership
[KOTESOL Social Justice SIG] Jocelyn Wright:
Being ‘researching associations’ is becoming a bit of a trend these days among language teaching associations. From the social justice perspective, an interesting theme to explore within an organization is the issue of representation and diversity of membership. What is it we actually know about our members? What might we guess based on available data? What do we not know? To understand representation and diversity within KOTESOL, answering these questions is a good starting point for further reflection and action.
Bolstering Women and Gender Equity
[KOTESOL Women and Gender Equality SIG] Rhea Metituk & Anika Casem:
Gender equity issues affect our students, and teachers in Korea, as well as the society we are immersed in. As global citizens and as teachers in Korea, what strategies can be applied to address these issues? This presentation will review steps taken by the group initiatives, as well as shed light on areas needing attention and a call to action.
Increasing Diverse Voices Within KOTESOL
[KOTESOL People of Color SIG] Kara Waggoner & Anika Casem:
While we might not know the exact numbers, the number of diverse members within KOTESOL seems to be decreasing in recent years. This is at a disservice to us as an organization because we are missing out on their unique perspectives and the experiences they bring. This part of the panel discussion will look at ways we can make teachers of color feel welcome and invited into KOTESOL.
Covid and the Climate: Unequal effects, similar opportunities
[KOTESOL Environmental Justice SIG] Julian Warmington & Rhea Metituk:
We will review what the Environmental Justice group has achieved so far, preview current plans going forward, and discuss how the Covid 19 era has altered both. We will also discuss why the pandemic era is crucially important for us all as citizens of the global village. We will end with a talk about roles and openness to change and input from all.
This session is designed to inform attendees about KOTESOL’s three main publications: the quarterly magazine The English Connection (TEC), the semi-annual Korea TESOL Journal (KTJ), and the annual KOTESOL Proceedings. In addition to merely informing attendees about our publications are aims are twofold: (a) to interest individuals in possible contributing to our publications and (b) to interest individuals into the possibility of coming on staff. For TEC, an explanation will be given of how authors are recruited and articles obtained for the issue’s theme, what copy-editing and production steps an article goes through from its submission to its publication, and what skills are required of editors. For KTJ, the call-for-papers will be explained, the different types of articles accepted will be described, and the review process will be outlined, as well as the copy-editing and production process, which closely follow APA style guidelines. KTJ also serves as a mentoring journal when that service is required. KOTESOL Proceedings are published once a year and is a collection of articles based on presentations given at the previous Korea TESOL International Conference – articles on research presentations, workshops, and poster sessions. The review, copy-editing, and production processes are similar to that of KTJ. Several of KOTESOL’s smaller, online publication opportunities will also be introduced. Substantial time will be allotted for a concluding question-and-answer session.
When we ponder the question of how our lives are likely to change over the coming years and decades, it is tempting to let our imaginations run wild. When we think about learning foreign languages, for example, we may dream of technology that will allow us to have new languages uploaded automatically to our brains as we sleep soundly in our temperature-controlled hover-beds. Alternatively, the more pessimistic among us might live in dread of a nightmare scenario in which AI holograms render our entire profession obsolete.
It is important to remember, however, that when it comes to education, and particularly to language education in institutional settings, there are some basic elements of what we do that are unlikely to change anytime soon, if ever. Today, we have access to technologies and resources that would have been unimaginable as recently as 20 years ago, but is the way we teach and learn now really so very different from the way we did it back then? In this session, I will look at what I consider to be the fundamentals of language education and make the case that when we envision the future, it is just as important to be aware of the things we know will not change as it is to imagine all the things that might.
David Barker is the director of the English Center at Gifu University in Japan. Originally from Wales, he became a language teacher after working for two years as a police officer in Liverpool, England. He has a PhD in language education and has taught English in Singapore, New Zealand, and Japan, where he has lived for 23 years. He is the founder of BTB Press and the author of a wide range of bilingual textbooks. He is also the author of four Japanese language books about learning English, two of which became national bestsellers. His main areas of interest are cross-linguistic interference and materials development.
How much do you really know about KOTESOL, its Membership Committee, and your membership benefits? Join us for a pub quiz-style challenge, and then collaborate in teams to create a "wish list" for what you'd like to see from the committee in the future!
Future Proof #1075
Even before the pandemic hit, I was contemplating the evolving nature of work in our profession. What does it mean to hold a “full time job”? Is freelancing something you work up to, or work to get away from? Should experience bring a higher salary for the same work, or for more responsibilities? Is an hour of teaching worth more or less than an hour of working in an office?
And then the move to online learning and teaching so many of us experienced over the last year—and continue to experience this year—led to even more questions. Should a teacher be paid according to their own local living expenses, or according to students’ local living expenses? How do we balance our need to support ourselves with our desire to support economically challenged students? How much of what we do—not just teaching but writing articles, giving webinars, professional development, and so on—should be free and how much should be paid? What are the options for someone who loves their job but feels underpaid? How can we future-proof our careers for uncertain times?
I’m not going to pretend to have the definitive answers; I don’t think there are definitive answers. But I’d like to share with you the questions I’ve used to focus and adjust my own work life and mentor others. The conversation about how we work and how much we work and what all that is worth is one we should be having, not just with ourselves and our employers but throughout our profession.
We'll let Dorothy introduce herself!
"I'm an author, editor, teacher, and teacher trainer in the field of English Language Teaching (ELT). I taught English, French, and Japanese for over 20 years in Asia, Africa, and the US. My MA in TESL is from the School for International Training in Vermont.
I currently write and edit English language teaching materials and textbooks, and conduct teacher training workshops. My areas of specialty and interest include teaching writing, teaching reading, business English, academic English, testing, and humor. I'm a frequent plenary speaker at international conferences, and in 2012 founded my own small publishing company, Wayzgoose Press, that publishes fiction, non-fiction, and of course ELT materials for teachers and students."
Presentation Skills 101 #1067
Presentation skills are a form of public speaking, and skills such as maintaining eye contact and providing effective feedback are important for the classroom. Whether you are a new or a very experienced teacher, everyone can benefit from this workshop. The presentation skills that will be included are eye contact, gestures, body language, vocal variety, clarity, audience awareness and engagement, comfort, filler removal, grammatical variations, speech/presentation planning, and how to evaluate and provide effective feedback. Additional information will be provided on how to continue using these presentation skills in the online setting and how to adjust them appropriately. Using the resources available through the Toastmasters International website, participants will have access to real tips that will help them improve their speaking. After talking about each presentation skill, participants will have the opportunity to practice it with a partner and evaluate each other’s improvement throughout the workshop.
Korean English Teachers' Experiences of Participating in Long-Term Professional Development for TETE #1002
Teaching English through English (TETE) plays a significant role in promoting English teachers' ability to implement English as a medium of instruction. To promote K-12 English teachers' TETE implementation, the Ministry of Education in Korea has actively promoted a professional development program. This study explored Korean K-12 English teachers' self-efficacy with regard to TETE implementation and their experiences of participating in the long-term professional development (PD) program (six months). Through two surveys, semi-structured interviews, and classroom observations, the data analysis showed that PD could enhance English teachers' self-efficacy in implementing TETE, and the PD site provided a professional learning community for English teachers to reflect on what they had learned from the PD training. However, further data analysis found that self-efficacy and experiences in the PD program were different for elementary and secondary English teachers. Several suggestions are provided in terms of how to effectively prepare K-12 English teachers for TETE implementation through the long-term PD program.