Teaching ESL at a Korean University

Hello. I am Jon, one of the newly hired native English instructors
from America teaching English as a second language (ESL) in the Language
Research Institute. As an American working at a foreign university the
question which one often ponders is, "What are some differences between the
institutes of higher education in America versus those in Korea?" In answering
this question I reflect upon my experience with American universities.

Working here has been a great experience. What first struck me as
peculiar was students asking personal questions such as, "How old are you?",
"Are you married?", "What is your real opinion of Pusan?", "What is your real
opinion of Koreans?", and "What are you doing after class?" (leading to) "Do
you want to drink some soju (alcohol) with me?" Many Americans may judge
these questions as unusual, if not embarrassing. The reason for these
questions, I hypothesized, are 1) I am not much older than many students, and
younger than most professors, and 2) my instruction style is different from
what students are accustomed to. In Korea, typically the professor lectures
in front of the classroom while the students take notes. Neither I nor any of
the new foreign instructors at the Language Research Institute use this rote
lecturing method. The students are "forced" to speak, listen, and read
English, often right in front of class; all are expected to take an active
role and not a passive one. Everyone's speaking and comprehension ability is
known within a short time by their fellow classmates and the instructor. This
teaching style may be unsettling at first, but those who attend regularly
often prefer this "unstructured" approach; it promotes comprehensive
understanding and avoids an over-abundance of memorization. Overall, the
class evaluation has been overwhelmingly positive. The results were so
positive that rumors are the ESL program may double its staff size from four
to eight instructors for the next semester.

When comparing American and Korean universities in the most broad
terms, physically the American university is nicer, sometimes equated with
luxury resorts. The campus is often clean, large, well laid out, with
perfectly cut grass and beautiful gardens. Buildings are well kept, modern,
and occasionally an architectural marvel. Research facilities are state-of-
the-art. High-tech computer labs are commonplace. The gymnasium would
satisfy any professional body builder. Often seen around the campus are
stunning Gothic statues, large fountains, a professional football stadium,
while inside such extras as a video arcade, bowling alley, movie theater, and
complete downtown area.

The student body here is more involved with school activities then
their American counterparts. This was especially surprising to me since we
have no dormitories. In America, commuter campuses generally have a low
level of student involvement. This high level of school spirit here is
demonstrated by the regular events which are held when school is not in
session, such as the college festival, department field days, late night
singing, rock-concerts, cheerleading, fireworks, sports, and student-led
government protests and other popular events. On an individual level the
students are very motivated, friendly, helpful, and know more about English
than they realize. In the ESL classroom, when a new lesson plan is tried,
it is the enthusiasm of the student which allows for its success.

There also appears to be a greater sense of harmony here than at most
American universities. Most Americans are proud to call America the most
diverse group of people in the world. America is a "melting pot" where many
different groups of people live together. Most are proud of their individual
heritage, while they also contribute to the mainstream of society. However
not all in the melting pot blend; some may be divided by their isolated
cultural, ethnic, or religious background and occasionally exclude, or even
resent those "outside" their group. This diversity is also reflected in
American universities where discussion or debating issues in an "open forum"
is considered healthy. Debates among college students are often political or
religious and may result in either greater camaraderie or some altercations.
Disputes are possible if one group has a history of dislike toward another
group. My impression is that students in Korea work well with one another,
even while protesting they walk in step. The individualized open debates and
arguments of American universities are replaced by more group oriented
activities as sports, singing, dancing, plays, and this improves the overall
school spirit and the students' outlook for the future. I have been taught
ever since I was young that America's greatest strength is through its
incredible diversity. Although this may be true, I can now clearly see some
of the many advantages of living in a homogenous society, like Korea.