Globalization has made English a pivotal language for global communication. This has increasingly made a great number of native English speakers move to Korea and teach English at all levels of education from kindergarten to university year after year. Most of them have not only little or no training as language instructors, but also little or no teaching experience. Many may wonder how they teach students with little understanding about teaching in a foreign country. At the same time, they may also surmise that they would endure many difficulties in their profession. As a faculty member working with them for over fifteen years, I have also had such questions. Especially, I was curious what conflicts they bear in their minds and how they respond to differences between Canadian and Korean culture and pedagogy.
This study is grounded on the hermeneutic tradition which ultimately pursues humane lives. This hermeneutic tradition leads me to the conflicts that native English speaking teachers have experienced, to the implications embedded in the Korean and English language, and to the differences between Canadian and Korean ways of thought. While following the hermeneutic tradition, I am aware that there was little or no communication between the Canadian and Korean teaching staff, which resulted in their alienated lives and in living in a world of exclusion from their schools, disregard about their profession, and indifference from their students. The hermeneutic tradition guides me in a path toward restoring the deteriorated humane aspects of their lives as teachers.
As a ground for understanding them, I attempt to define the notion of the in-between on the basis of equality and respect which are rooted in the concept of the Korean language for the in-between. This conceptual elaboration enables me to conceive that differences are not objects to exclude, to disregard, or to be indifferent, but motives to perceive the necessity to reform and to change the inequality and injustices. In this light, I propose that educational institutions allow them to participate in decision making, open a special in-service teacher training program for them, and provide them with a support system.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1867 |
| Date | 06 1900 |
| Creators | Lee, Seung-Ryul |
| Contributors | Dr. Terrance Carson (Secondary Education), Dr. David Smith (Secondary Education), Dr. Claudia Eppert (Secondary Education), Dr. Anna Kirova (Elementary Education), Dr. Field, James (University of Calgary) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1258676 bytes, application/pdf |
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