From the end of June to the end of August, about 10 weeks, I taught English to some Korean kids who came over for the summer specifically to learn English through a Tae Kwon Do program. With some exceptions where I've shared the teaching with a friend, such as for the week break for my family reunion, I taught for three hours a day Monday through Thursday, so four times a week. In addition to this job, I also had at least two tutoring jobs going on at a time. so it's been a summer of teaching. And I've learned a lot, I think.
For the first three weeks of teaching the Koreans, I think, I had only four students. Three of them were at the same level, twelve-year old kids who had an advanced beginner level. And the other was an eight-nine year old who was very, very beginner; she knew some words. In the middle of week three, I received three new students. They were mostly at the same level as the three advanced beginners. Then the week after they came, I got one more student, the day before I left on vacation actually. She was the same age as the other children, but her level seemed to be closer to the one very beginning student, though not quite as low.
Needless to say, the situation provided numerous challenges for me as well as for them. To begin with, filling three hours four times a week with English lessons is quite a bit, particularly since I don't speak a lick of Korean. Most schools usually try to switch the subject every hour or hour and a half. Well, in university, you might get some three hour seminars, but overall, for these children, three hours is pretty intense on a foreign language they're not very proficient in, and tough on a teacher to find things to do to fill that time.
By the second week, much thanks to my friend Marissa, I got down a bit of a routine, and so for the middle hour of every day from then on out, we spent reading, writing about the reading, and doing some listening comprehension. Of course that meant spending quite a bit of time in the library, trying to find not only books at their reading level, but books that weren't too babyish. If there's one thing I've learned this summer, it's that there is a definite need for early readers geared to learners of English as a foreign language. Twelve-year olds generally don't enjoy the same reading materials as first and second grade children do. Fortunately, there were a handful that fit the bill, and the children were otherwise compliant because they didn't have any other choice. I remain convicted, nonetheless, that reading is an excellent way to acquire a familiarity that paves the way to a better understanding of language in several facets.
Since two of the kids I tutored this summer were working on writing, I used books a lot to help them as well. As long as the books follow basic grammar rules (not all do, since many try to mimic colloquial speech), they're very helpful for early writers.
Even for the children for whom the subject matter was more appropriate (and even for them there was a degree of challenge as each child has different tastes), there also seems to be a need for standardization of reading levels. There are a number of books that have numbers on them to indicate the reading level--one to three, mostly. Only saw one level four. These numbers were sometimes helpful, but sometimes woefully misleading. Because publishers have no obligation to follow prescribed government educational standards, the numbers have relatively little meaning comparing across publishers. Although I don't have a teaching certificate, I imagine that even if publishers wanted to follow government standards, there would be problems since education is administered and governed on three different standard levels--federal, state, and school district. Aside from that, or maybe along with that, though I understand completely why it doesn't happen, it would also have helped a lot if the library had different sections for the different reader levels. Ah, oh well.
So, for the Korean, although the reading hour did have its challenges, I still felt like that was one of the easiest things about the day--it was set that that's what we would do for the second hour, which made planning easier. And I enjoyed looking for books and finding so many new things out there. Another good thing was that it enabled me to devote about a half an hour of the time per day in a one-on-one reading with the beginner, while everyone else read silently.
The program at Hollins didn't have any classes on early/easy readers. These kind of books are not generally very "literary" so I can understand to a certain degree. But I think there is room to include the kind of book in a children's literature program. They definitely contribute to the culture of children learning through books. Even the Korean kids had seen Frog and Toad before. That should tell you something.
Things got more complicated, though, when I came back from vacation and had basically two beginners. For a couple days after I got back, the new beginner (Mary--not her real name) sat with me and the young girl (Angela--not her real name), but Mary wasn't patient with Angela's reading and kept telling her what all the words were. Angela didn't mind. It didn't seem mean, but that really wasn't helping her. Since Mary was able to read by herself without help, I sent her back to her seat. But she wasn't very happy there. Although she could read, the writing assignments were very hard for her, and she had a terrible time understanding me during the rest of the time, so I felt like I wasn't very helpful to her at all. At least while the other newer arrivals were there, though, she was getting some help from them as I paired them off for study techniques.
But then, a week or so after I came back, the three students who had come in the third week left, leaving me with my four originals plus Mary. And well, by this time, my three more advanced originals were doing pretty well, and I wanted to build on the momentum they were gathering, but the beginners didn't seem to making a whole lot of progress. In some ways, even the easy things I introduced became daunting to them because they had come to assume that if I was teaching the other kids, it was too hard for them, which certainly wasn't true for everything. I did a whole week that was entirely vocabulary, for example--well, maybe a little grammar mixed in, but review more than introducing new grammar.
I ended up lessening my time with Angela in reading, though I started to help her write simple things about what she'd read. But this enabled me to be closer to Mary and the other kids, so while Angela would write a word or two, I could help Mary with her assignments. For the most part, I think Mary still felt frustrated, and I don't blame her at all. This all was only for a summer and a few hours a day, but it gave me a little taste of some of the frustrations both students and teachers must have felt, and I suppose in many places in the world still do--as they use one room school houses.
Nonetheless, in spite of all this, I had a lot of fun, both with the kids and with the putting lessons together and learning more about the grammar I thought I knew. A lot of the lessons I prepared, grammar that is, were based on things that I'd heard or seen in their writing that they were doing incorrectly. From this, I knew a teacher at some point must have introduced the concept to them and either the teacher or the student had missed some of the finer points. Nonetheless, since they'd established a basis, I knew I could build on it.
But it stretched my brain to think about why the things they were saying or writing were wrong. I've been correcting incorrect things for a long time, editing papers and such, and I've even been able to explain a lot of things to my peers to help them understand their mistakes. But since in most of those cases, my peers were native English speakers, there were a number of basic mistakes in the Korean's work I've never had to address. How, for example, do we use "many" "any" "much" "some" etc. And when do we use "was/were" plus "ing" rather than the simple past tense? In the beginning, they seemed to prefer using the was/were plus ing whenever I told them to use past tense, but 99% of the time, it wasn't right. After a couple weeks or so of that, I just told them not to use was/were plus ing at all so they could get the simple past down. And that in itself was important since even more than using the ing, they preferred to use the present tense. In fact, even up to the final spoke test I gave them on the last day of class, even though we've worked on past tense all summer, still when I asked them to verbalize a summary of a story we've read or listened to, or tell me about their trips or weekends, they related it in the present tense. They definitely learned things, though, and I definitely saw improvement, even in how they used past tense when they did use it. They used was and were less often--present or past tense. (They tended to put it after the subject just about all the time at first.) And their vocabulary increased. And, as their Tae Kwon Do master said, they increased in confidence.
That was actually an interesting conversation. Many times during the summer, every day for some stretches, I went to the studio before class to make copies and from time to time ran into the Tae Kwon Do master. He was always very gracious and grateful with me, which I appreciated, particularly since I felt somewhat self-conscious about my abilities, particularly with the students' different levels. But just before the last week, I ran into him and he told me they were doing very well and that he felt they would return to Korea with greater confidence. And that was the most important thing. He didn't say greater confidence in their abilities with English--just greater confidence. Coming from a Tae Kown Do master, that made sense that that would the ultimate aim, but I hadn't actually thought about it that way before.
The children obviously struggled. They didn't learn everything I tried teaching them. But they had matured. Is that what learning is about? Improving our confidence? I have to say that's a pretty good observation. Pretty wise, even. In all that we go about learning, even if we don't get things down 100%, we gain experience and maturity. In the end, well, speaking of languages specifically, God knows so many languages--and, well, he understands everyone, even if they don't have any language--learning one other language to our native tongue is hardly a chink in the wall toward thoroughly understanding everyone. But still, it's a chink, and we can start to see that God's helping us little by little, we can gain confidence and maturity and that's something. It really is.
As is becoming my habit, I'm a few days late, but I can't forget my brother Thom! He's the brother who is exactly like me in every way! Okay, no, he's not my twin. He's actually about nine years younger. Ten for a month. But we both have summer birthdays! And we were both English majors, both are creative writers, and like fantasy. I tend to like lower fantasy, which he does too, but I think he might like some higher fantasy too. Anyway, we also both served missions, and we're both the third child. Yes, I can hear your "huh?" According to some birth order theories, there are only four possible children in every family and then it starts over. It can also start over a certain amount of time passes between births--like a lot of time. Anyway, since my parents had eight children, Thom and I are both the third child. Get it? I might even have explained this before on here. I have had to explain it on occasion.
too--though he actually has a certification. Anyway, anyway, so I really love my brother Thom.
Most recently, I saw him at the family reunion, which I neglected to document on the blog, for various reasons, but anyway, we had a great time. He was in charge of the Q-lympics and did a fantastic job with that. We partnered in an event of doing word puzzles and rocked the house with that one! (How could two such intelligent English major types not?) :)