Cross-Cultural Training for EFL Teachers

GAIAEDUCATIONGlobal Consulting Group

WORKING IN SOUTH KOREA

Training Objectives

1. Identify the main aspects of Korean culture that affect the relationship between teacher and students

2. Determine ways in which American culture differs from Korean culture

3. Understand how culture influences behaviors that impact classroom dynamics

4. Provide practical strategies and skills needed to work with students in Korea

SpatialRelationships

BodyMotion

Touching

Training Outline

High Context Communication

(Non-Verbal)

IndirectCommunication

(Verbal)

Hierarchical

KoreanCulture

APPLICATION IN THE CLASSROOM

Group-Oriented

ICEBREAKER

Education in South Korea

View of Education•Greatly Valued•Competitive•High Status

Role of Teachers•Highly respected

–2nd to parents

•Role Model

In the Classroom•Frontal instruction•Large class size•No switching between periods

English Instruction• Required• TOEIC and TOEFL tests• English = Global

Language

Korean Language

I want a book

I did my homework (SVN)

My favorite Korean band is

FT Island. They’re really talented. In addition to

singing well, they’re also really cute!

I want _ book

I homework did (SNV)

They’re really talented. In addition to

singing well, they’re also

really cute! My favorite Korean

band is FT Island

.

USE OF ARTICLES

(the, an, a)

SENTENCE STRUCTURE

(Noun, Subject, Verb)

ESSAY STRUCTURE

English Korean

Korean Language, con’t

No, I did my homework

No, I want your help

Yes, I have a pencil

No, I could hear you

Yes, I understand

QUESTION/ANSWER STRUCTURE

Did you not do your homework?

Don’t you want my help?

Do you have a pencil?

Couldn’t you hear me?

Do you understand?

Teacher Student

SURVEY: CLASSROOM SITUATIONS

Cultural Dimension:SOCIAL ORGANIZATION

STAT

US

Friend-to-Friend

Subject

Paren

t

Eld

erlyRul

er

Husb

an

dWife Youn

gChild

KoreanCulture:

HIERARCHICAL

Cultural Dimension:SOCIAL ORGANIZATION, con’t

Parent

Husband Wife

Child

Ruler

SubjectElderly

Young

American Culture:

EGALITARIAN

Application in the Classroom: HIERARCHICAL In Korean Classrooms….

Teachers–Frontal instruction vs. Interactive discovery

Students–Accept inequality –Assume knowledge from authority is absolute

Do Don’t

• Use lectures & presentations• Prepare for class• Establish formal relationships

• Use student-based learning • Say “I don’t know”• Treat students as equals

Cultural Dimension:SOCIAL ORIENTATION

“American society is seen as a collection of individuals, and in Korea it’s a collection of groups”

(Kohls,123)

American Culture:Individualistic

Korean Culture:Group-Oriented

Application in the Classroom: GROUP-ORIENTATIONIn Korean Classrooms….

“The nail that sticks out gets pounded in” (Asian proverb)

Students• Won’t necessarily participate• Are more motivated to learn as a group

Do Don’t• Assign group work• Give everyone a chance to speak•Award & punish groups

• Single out students• Criticize or praise students publicly

Cultural Dimension:VERBAL COMMUNICATION

Korean Culture:Indirect

Communication

American Culture:Direct

Communication

Application in the Classroom: INDIRECT COMMUNICATIONIn Korean Classrooms….Students• Won’t speak up if they don’t understand• Will rarely say “I don’t know”• May not answer a question if unsure of answer

Do Don’t• Observe body language and tone of voice• Allow few seconds for response• Be cautious not to embarrass students• Ask open-ended questions• Test understanding by asking entire class and observing individual reactions

• Take silence for agreement• Take ‘yes’ for agreement• Be upset with ‘white lies’• Ask direct questions

Cultural Dimension: CONTEXTING

Contexting = Verbal + NONVERBALS + History + Environment + Situation

AmericanCulture:

Low Context

KoreanCulture:

High Context

NONVERBAL COMMUNICATION

Nonverbal Communication

Body MotionFacial expressions, eye contact, posture

Touching BehaviorBody contact, hitting, greeting

Spatial Relationships

Spatial Relationships

Koreans(Same Sex)

Koreans(Opposite

Sex)

Americans

Touching Behavior

Details Application in the Classroom

Male & Female • No affection in public• No touching, gripping or patting on arm, shoulder or back

• Maintain distance with students of opposite sex

Same Sex • Hold hands, arm around shoulder

• Don’t make assumptions about sexual orientation• Okay to pat students’ head/shoulder

Touching Behavior

General Application in the Classroom

Hitting •Corporeal punishment accepted

• Be aware, but don’t practice

Greeting • Bowing• Shaking Hands

• If students bow, just nod• Can judge respect by depth of bowing

Body Motion

General Application in the Classroom

Whole Body • Proper posture • Reinforce standards of posture

Hands • To beckon, extend arm, palm down and make scratching motion• Two hands when giving/accepting something to someone of higher status

–One hand if lower

• Students should give you things with two hands• Give students things with one hand

Body Motion, con’t

General Application in the Classroom

Eye Behavior

• Indirect• No staring

• Don’t get offended if students don’t give you eye contact• Don’t make students look you in the eye

Facial Expressions

• Muted• Smiling and laughter disguise negative emotions

• Don’t take expressions at ‘face value’• Look at context when communicating

DEBRIEFING: CLASSROOM SITUATIONS

#1 RUMORSYou overhear rumors about a group of students who’ve been helping each other cheat on recent tests. You pull aside one of the suspected students and describe the situation, but hold back from directly accusing him. The entire time you’ve been speaking with him, he’s failed to give you any eye contact.

#2 FIRST DAYIt’s your first day of teaching English at a Korean secondary school. You worked all week meticulously planning lessons, and couldn’t sleep from the excitement of meeting your students. After presenting what you thought to be an interesting lecture, you ask the class questions to test their understanding. Nobody raises their hand, and when you call on students individually, they manage to smile but fail to respond.

#3 SPANKINGIt’s been a month since you’ve started teaching in Korea. You’re feeling more comfortable in your new role and are glad you’re finally starting to understand your students. In between periods, on your way back to class, you pass a classroom in which you see a teacher hitting a student on the behind with a yardstick.

DEBRIEFING: CLASSROOM SITUATIONS

• Did any aspects of American culture influence your answers? If so, which aspects?

• Would you change any of your answers?

• What steps can you take to make sure your teaching experience in Korea goes smoothly?

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