Course Summary This professional development course was designed for Korean teachers from Jeju Province who were already teaching English as a Foreign Language to adolescent students. There were two main purposes for the course: 1. For Korean teachers to become closer acquainted with the languge teaching methods used in Canadian classrooms. 2. For the Korean teachers to have an opportunity to improve their own English language skills. Once the teachers arrived and the course began, they expressed a third objective that I incorporated into the course: to learn about Canada and Canadian culture. The teachers were paired with local teachers and they resided in private homestays. Their experience was complete immersion.

Curriculum Outline January 16 Introductions January 19 Education in Canada January 20 Multiple Intelligence/ Review of Approaches January 21 Communicative Approach January 22 Presentations/ First Nations of B.C. January 23 Field Trip to UBC, Museum of Anthropology January 26 Teaching Language through Content January 27 Teaching Listening January 28 Teaching Speaking January 29 Presentations/ Teaching Speaking January 30 Field Trip to SFU, KEC Bookstore, Granville Island February 2 Making Classes Learner-centred/ Researching Language February 3 Teaching Reading February 4 Teaching Writing February 5 Presentations/ Integrating Skills February 6 Presentations/ Error Correction/ Using First language in the classroom February 9 Quiz/ Fun and Games

Course Objectives To become familiar with language acquisition methods used in Canada. To develop lesson plans based on new methods. To learn a variety of teaching tools, games, and strategies. To offer teachers a supportive environment to practice and share their lesson plans and to be reflective about their teaching practice. To give teachers an opportunity to improve their own English language development. To observe practices of English language teaching in Richmond high schools. To learn about the culture and values of education in Canada.

CourseStructure Course Requirements: Five written assignments. Two group project presentations. One individual project presentation. This course has an English-only policy. Active participation. And willingness to take a few risks and have some fun! Assessment of Learning: Teachers' own English language development will be assessed. Teachers' projects will be reviewed and anecdotal reports given. Course Structure: 4-week program: Wednesday, January 14th to Wednesday, February 11th, 2003. Program runs Monday to Friday. Classroom instruction: 9:00-lunchtime Host classroom observations: afternoons

Course Artifacts Sample Lesson Materials: Making Classes Learner Centred Sample of supporting lesson materials. Sample Day Plan: Making Classes Learner Centred An example of one day's activities

Course Design Because the two main objectives of the course were disparate content topics and language skills, I designed the course around themes. Using themes, the variety of content could be covered and language building activities could be built in to support these themes in a meaningful way. Language skill activities were therefore fully integrated under core themes. Integrating language skills activities into content areas allowed the Korean teachers to both experience the teaching strategy as well as examine it. Korean teachers were partnered with Richmond school district secondary teachers to observe classroom practices. Putting what they had observed and learned into practice, the Korean teachers then developed lesson plans based on the materials, their observations and their active participation for their own Korean classrooms.

Course Instructor Report: The following is part of the report written by one of the course instructors for the Korean teachers' employers I have been the English as a Second Language Instructor to a group of 15 middle school English teachers from Jeju, Korea. I would like to take this opportunity to express my impressions of the last four weeks. The Korean teachers have shown a high degree of mastery of the principles and practices of teaching English as a foreign or other language. I found that the level of their discussions were very sophisticated. They showed their solid understanding when they demonstrated how they translate various principles into their own classroom practices. From role plays to competitive games, I found the kinds of activities preferred by the Korean teachers to be dynamic and highly communicative. I found myself wishing I could be a student in their classes! I was impressed with how open and willing they were to take risks and to try new things. When confronted with unfamiliar activities, each student willingly participated, even when it was not clear at the start what the end objective was. Some of the techniques used in class were very new to some of the students, but some were not. They approached each with enthusiasm and courage. The Korean teachers were driven to make the most of this opportunity to study here. They accepted every invitation offered to learn and see more about a Richmond high school. And, more importantly, they initiated further contacts to learn, see and experience what constitutes public education in B.C., not only in terms of classroom practices, but also in the areas of school administration, student counselling, extra-curricular activities and educational governance. And finally, I think the greatest asset a language instructor should have is a sense of humour and an ability to see the human foibles within us all. The time I have spent with the Korean teachers have been filled with laughter, not laughing at others, but laughing at ourselves and our own flaws.