General Information on KATE
President’s Message
New Visions and Renewed Efforts By Oryang Kwo
Feature Article
Talking the Talk: Teaching English Through English and Other Myths By Minsuk Kweon & David Kellogg 
Guest Columns
From Object to Sonnet in 60 MinutesBy Peter Grund
Teaching Ideas
Making the Most out of Students’ Lives: A Life Map Icebreaker for EFL Composition Classes 
By James Brawn 
Special Reports
English TeachersWorkshop at CAPEBy Jun-Eon Par
The Sixth International Conference on Multimedia Language Education 
By Chang-In Lee KATE International Conference 2002 By Robert Dickey 
Book/Article Review
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and Context in Language Teachin
By Chang-Bong Lee Kramsch, C. (2000). Second Language Acquisition, Applied Linguistics, and the 
Teaching of Foreign Languages.By Hyeon-Ok Ki
Reports from the Council
Byung-Min Lee, Won-Key Lee,
Jae Hee Lee, Young-Woo Kim 
Members in the News
News from Our Partners: IATEFL
Upcoming Events: 2002-03
Directory for KATE Officers
KATE Newsletter Contributor Guidelines
Joining KATE
 O N  T H E  I N S I D E
Sung-Yeon Kim David Kellogg
Dept. of English EducationDept. of English EducationHanyang UniversitySeoul National University of EducationTel (02) 2290-1141; Fax (02) 2291-9355 Tel: (02) 3475-2505Email:
The KATE Newsletter is edited by
he Korea Association of Teachers of English(KATE), established in 1965, is a leading languageeducation organization with a thirty-seven-yearhistory of advancing professionalism in the area of Englishlanguage instruction. Begun as an organization of university professors, KATE has gradually expanded itsmembership base to include many levels of instructors inorder to reach out to the broad spectrum of teachers whoare committed to language education and to their ownprofessional development. Today, KATE
s membershipincludes close to 1,000 educators, ranging fromelementary school teachers to university professors, aswell as adult education instructors.
KATE holds an annual national conference in thewinter, usually in February. In order to properly serve itsmembers, who are based in different regions, theconference venue is rotated among universities in thedifferent regions of the country, often co-hosted by KATEand one of the regional associations of English teachers.The KATE annual international conference is held inJune with distinguished speakers from around the worldin attendance. Also, speakers from colleges, elementaryand secondary schools, and educational institutionsaround the country give presentations on research inrecent theories and practices in teaching English.
The KATE Newsletter
is published thrice-yearly, inFebruary, June, and September. The newsletter includesfeature articles, guest columns, special reports, teachingideas, book reviews, article reviews, reports from thecouncil, announcements and calls for papers, news aboutpartner organizations, and other information about theorganization and its members. For information oncontributing, please refer to the “
KATE Newsletter 
Contributor Guidelines”in this issue.The KATE journal,
 English Teaching
, is devoted topublishing theoretically and/or practically groundedreports of research and discussions of central issues in thefield of learning and teaching English.
 English Teaching
, aquarterly journal, is published in March, June, September,and December. The spring and fall issues are internationalissues accepting only submissions in English. Thedeadline for submissions for each issue is three monthsahead of the publication month. All the manuscripts for
 English Teaching
must follow APA style specifications. Formore information on contributing, please refer to theInformation for Contributors”section in every issue of the journal.All KATE journals (except Vol. 1-3) published from1972 through 1999 are available on CD-ROM. Kyobo Book Corporation published this CD-ROM in March 2000. Youcan search for information based on content, indices,author, and year of individual journals. In order topurchase the CD-ROM or for further information, pleasecontact Kyobo Book Corporation via their website<>.The KATE website is accessible at <>. This site includes the following features:Introduction to KATE, Members Corner, On-line Forum,Search Tool for ESL-related Information, and Useful Links.Please check it out for yourself and bookmark it in yourdirectory. Also, do not hesitate to post your inquiries onthe bulletin board at the website.
The KATE Membership Directory
is also publishedbiennially and is distributed to all members. This directorygives updated information on the whereabouts of KATEmembers.
KATE has developed various exchange programs withprofessional organizations overseas by sharing news andinformation about their activities, discussing issues of international importance, and enhancing the quality of English education worldwide. These organizations includethe International Association of Teachers of English as aForeign Language (IATEFL), Japan Association of CollegeEnglish Teachers (JACET), Japan Association of LanguageTeaching (JALT), the Organization of Teachers of Englishto Speakers of Other Language in Thailand (Thai TESOL),the College English Teaching and Research Association inChina (CETRAC), English Australia (EA), and the EnglishTeachers
Association of the Republic of China (ETA.ROC).
KATE regular membership is open to specialists inteaching English, such as teachers, teacher trainers,researchers, and administrators. The application fee is25,000 won. The annual dues are also 25,000 won forregular members. For more information on membership,see “Joining KATEat the end of this issue accompaniedby a membership application form.
English Contests
KATE holds annual nationwide English contests forhigh school and college students. The sponsors of thecontests have been Dong-A Daily Newspaper, theInternational Communication Foundation (ICF), and theMinistry of Education and Human ResourcesDevelopment. Awards are given to the finalists, who arescreened on both their English writing and speaking skills.The purpose of the contest is to give Korean secondaryschool and college students opportunities and motivationto use English and to give new guidance in learningEnglish. Through such nationwide English contests,students
written as well as spoken skills in English willgradually improve.
, 2002
i i
n July, 2002, we participated ina very successful internationalKATE conference, whichnourished our minds withenthusiastic presentations andgreat ideas. We enjoyed theconference all the more because itwas another success in the wakeof the glorious feat of the Koreansoccer team in the FIFA WorldCup Tournament in June.The whole nation is grateful to the soccer team, but atKATE we are uniquely grateful to Dr. Lee Hyo-woong, theimmediate past KATE president, and his staff, for the greatconference that set a high standard for academicconferences to come. As the 20th president of KATE, Iadditionally extend my heartfelt thanks to other pastpresidents and executive officers for entrusting me withthe future of KATE for two years. I also thank you, KATEmembers, for your unreserved support for myappointment to this position. I feel it is a mandate for meto materialize your expectations and demands. Therefore,I would like to present some of the visions that I have forthe future of KATE.First of all, I think that KATE should continue to striveto maintain and further enhance its academic excellencethrough quality journals and conferences. KATE hasgrown wonderfully during the past ten years. The journal,
 English Teaching
, changed from a semi-annual journal toa quarterly. The number of submissions has increasedexplosively, and the quality of the papers has improvedimpressively. As a natural result, the journal was recentlyrated “Aby the Korea Research Foundation. We need tomaintain the momentum and perhaps even accelerate theprogress.The size and quality of the conferences have alsotremendously improved. Ten years ago, KATE’s semi-annual conference was attended by less than hundredparticipants, and the number of presentations was lessthan ten. After ten years, we are having scores of presentations which are good enough to be accepted atany major international conference. KATE will continue tokeep its high standard of academic conference.Second, I think that the KATE should try to help itsmembers to grow professionally and academically. Duringthe last decade, the number of the members has increasedremarkably. There has been a rapid growth in the numberof English language teaching specialists who earnedadvanced degrees both in the country and overseas.These specialists have made their impact upon thenation’s ELT policy making, curriculum development,materials development, and national examinations.KATE is now at the stage where it needs to meet themembers’diversified needs and demands. There havebeen attempts within the association to start specialinterest groups, some of which are already meetingregularly. KATE needs to encourage and support suchefforts so that the members can continue to grow in theirspecialized fields.Third, KATE will lengthen its stride in enhancingcooperation not only with international organizations butalso with the Korean scholars that we have neglected untilnow. We will seek opportunities to exchange ideas andinformation with ELT scholars in North Korea and KoreanELT teachers in other countries such as China and Japan.There have been sporadic attempts to study the status of English teaching in North Korea, but we still don’t knowvery much about it.Fourth, KATE will continue its efforts to make use of information technology for dissemination of informationand opinions. E-mail discussion lists and electronicnewsletters can serve the members quickly andeffectively. The KATE home page can provide a variety of services to its members as well as the general public. Wewill try to set another high standard for service to themembers.KATE will celebrate its 40th anniversary in two years.It is our hope that the 40th anniversary will become avery significant occasion not only for Koreans but also forthe international scholars.I would like to ask for your active participation inKATE’s efforts to grow professionally and academically.Without your devotion and enthusiasm, we will not beable to materialize our dream of making KATE a trulyinternational organization. There is a saying that there arethree kinds of people: those who make things happen;those who watch things happen; and those who wonderwhat happened. What kind of person will you be? I ask you all to put your shoulders to the wheel to make greatthings happen in our proud association and pray for youracademic and spiritual growth with a thankful heart andhumble mind. Thank you.
, 2002
New Visions and Renewed Efforts
Oryang KwonSeoul National University
From the Ministry of Education to the teacher trainingcolleges, the push to “Teach English Through English”(TETE) is on. One prominent professor decreed that, inorder to concentrate his students’minds on oral English,those unwilling or unable to teach in English were onlyallowed to graduate if they signed a pledge not to becomeEnglish teachers.Of course, once a teacher becomes a teacher, theclassroom is his/her castle, to teach in English or not ashe/she sees fit. So perhaps an appeal based on theorymight be more effective. The unwilling teacher traineemight, for example, consider how TETE provides a verydifferent quality of input. For example:
T: Listen and repeat: One finger, one finger!
The first part, the imperative, is a kind of hypertext:language about language. But in pragmatic terms, it isreally only this part which has a message and requiresunderstanding. The actual “textcould be anything, andthe student response could be entirely mechanical.In the late 1970s and 1980s, SLA theorists put forwardthe theory that people acquired language in one way andone way alone: understanding messages in context (seeEllis 1994: 243-292 for a very full account). When theCanadian immersion programs failed to produce fullbilingual language competence despite plentiful input(Harley, Allen, Cummins and Swain, 1990, pp. 7-24), othertheorists, including Swain, argued that “pushedoutputmight play a key role in its own right, by forcing learnersto improve their language to make themselvescomprehensible (Swain 2000, pp. 97-114).Interestingly, all of these insights come from the studyof second language acquisition, which assumes thatlanguages are best taught in the same manner that theydevelop ontogenetically. But one of the most excitinginsights in recent years has come from the social-constructivist view that languages are learned in the sameway they develop
- that is, historically - towit, in speech communities (Vygotsky, 1978).Curiously, this social-constructivist view has producedstrong
TETE and in
support of 
theTETE-reluctant teacher. For example Genesee (1994),Tollefson (1995), and Cummins (1994, p. 36), have arguedthat since the teacher’s goal is not in fact monolingualEnglish competence, but rather bilingual use of twocodes, the means should correspond to the end. There arealso strong socio-political and socio-historical argumentsagainst English-only instruction raised by Phillipson (1992)and Canagarajah (1999). English only instruction,according to their view, reinforces linguistic imperialism. Itmay even be illegal, as it apparently contravenes the right,guaranteed in the Declaration of the Rights of the Child,to primary instruction in the mother tongue.Others have taken issue not with the end of English-only education, but with the proposed mechanism bywhich it operates for language acquisition. Utterances, theargument goes, are not transmitted intact, horizontally,from teacher to student (“Listen and repeat!”) but ratherpainstakingly co-constructed word by word in “verticalconstructions”, with the teacher frequently cutting in tohelp along the way (see Ellis, 1994, p. 268 for a discussionof this). To deny the children the right to seek help intheir own language, and to deny teachers the ability toprovide help in their own language, might inhibit orimpede this process of turn-taking co-construction.Finally, there are a host of practical arguments raisedby teachers themselves. Can the input provided be made
, 2002
Talking the Talk: Teaching EnglishThrough English and Other Myths
“The professor’s dream is not trueYet the tyranny is so easy.”(W.H. Auden, “Schoolchildren”)
Minsuk Kweon(Seoul SanjeonElementary School)David Kellogg(Seoul National Universityof Education)
1) The views expressed in this article are those of the authors and do not necessarily reflect the views of theeditorial board or KATE. Both the editors and the authors, however, welcome those with contrary views towrite in and contribute to an ongoing discussion.
, 2002
*T: What are you going to do this Sunday?S: I’m going to see a movie/clean my room/gofishing/read a book...*T: How do you say if you want more?/ If now?S: Yes, please. / No thanks.*T: What are they doing?S: They are hopping/running/ passing apples/sliding/.....*T: What do you see in this classroom?S: Book, chair, desk... (sic)T: What’s this?S: It’s a radio.*T: What does he want?S: He wants swimming. (sic)*T: What time is it in this picture?S: It’s five.*T: Tell me about Snow White.S: She’s tall, pretty....T: Tell me about dwarf.S: He’s short, cute, fat, old....*T: Tell me about your family? (sic)S: There’re......*T: Are you happy?S: Yes, I am. I’m happy. (sic)*T: Do you know the movie “Sound of music?S: Yes, I know.
*T: Who are the main characters on thepictures?
맞어. 얘들아
, What are they talkingabout?*S1: Sturse (?) I‘m studied English... (sic)S: very hard.T:
... I studied English very hard. Very good!T: Number three.
?T: What did you do after school?S:
나는 숙제매우 열심했어요.숙제
I..S: StudiedT: I studied
?S1: I homework. (sic)S2: I did.T: I...
?Ss: DidT:
S: I did!S: I did my..T: I did my homework
, 1
2, 3
consistently meaningful in the classroom? Can learnersreally be expected to respond in English when they areexhausted from trying to understand the questions? Won’tthis further passivize students instead of making themactively participate in discourse?
The modest study which follows compares lessonplans with actual lessons in an attempt to address thesequestions, as well as an additional one: if teachers are notimplementing the policy of teaching English throughEnglish, what are they doing in their classrooms, and isthere an argument to be made for its preservation?
Our modest data base consists of thirty “EnglishThrough English”lesson plans from elementary schoolsaround the Seoul area. We also have a number of transcribed actual lessons, carefully chosen so that theywere not model lessons. A fairly typical one is scrutinizedin the tables below.
The first table compares the basic discourse functionsof chatting with the class and introducing a story in alesson plan (left) and an actual lesson (right).TABLE ONE: A comparison of Lesson Plan answersand Lesson Transcript answers in the discourse functions(chatting, discussing activities outside the classroom,describing pictures, and telling a story)The lesson plan language is exclusively English.Student answers are long and hyper-grammatical,
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