Bio's - Speakers

2015/04/18 Babara Waldern

Methods Workshop:
How to integrate linguistic and cultural learning of the tar-get language for usable lessons in the classroom

This workshop gets small groups of participants thinking about lessons that integrate lingustic (grammar, vocabulary, phonics) lessons with cultural lessons. A brief perspective on the reasoning behind this approach will be given, followed by a couple of sample lesson models. Then, several topics will be given to small groups of participants to tackle. The proposed topics invite comparisons between the home culture of the language students, as well as...

2015/04/18 Dr. Steve Garrigues

Busan KOTESOL Symposium, "Cultural Awareness in the Language Classroom." Hot Air on a Cool Day: Cross-Cultural Issues in Semantics for English Teachers in Korea

Steve Garrigues, PhD

Kyungpook National University

Generally speaking, Korean students of English (or any student of any language, for that matter), seem to find learning vocabulary items a lot easier than mastering grammatical structures or phonological patterns. But there is a hidden problem here, that few language students or even language teachers tend to recognize. There is a general assumption of the equivalence...

2015/04/18 Hyunwoo Sun

Busan KOTESOL Symposium, "Cultural Awareness in the Language Classroom." Learning Korean to be a better English Teacher

Hyunwoo Sun

Talk to Me in Korean

When teaching Korean students, it is important to understand where they come from linguistically and culturally. Learning Korean vocabulary and grammar can be a great asset in the English classroom. This talk aims to show native English instructors how learning Korean can help them better relate to, understand, and empathize with their Korean students as they navigate through English instruction. 


Hyunwoo Sun...

2015/04/18 Jenni Payne

Silent Students: Promoting Speaking Skills in the Korean EFL Classroom

English teachers the world over experience the frustration of struggling to get their learners speaking. However, this complaint seems all the more common amongst teachers in Korea. Research indicates that although Korea has one of the highest rates of expenditure on English language education in the world, it ranks poorly in English speaking ability compared to other countries. This workshop will discuss the reasons for this mismatch and explore some com-mon problems that teachers in Korea face when teaching...

2015/04/18 Sara Peterson

Busan KOTESOL Symposium, "Cultural Awareness in the Language Classroom." Conflict in the ESL classroom

Sara Peterson

Silla University

Korea and the west differ on theories of language education. This gap is highlighted in Korean public schools where native English speaking teachers (NET) and Korean teachers (KT) are paired and expected to teach together. However, teachers often say their teaching partnership is uncomfortable, fragmented or nonexistent. NET complain of being treated like “tape recorders” or “English monkeys” as they are utilized to display native pronunciation...

2015/05/16 Jackie Bolen

How to teach Speaking

This presentation will cover the basics of how to teach ESL Speaking to kids as well as adults. First, some tips and best practices for teaching speaking will be discussed including things like providing a model first, giving feedback, and preventing fossilization. Then, an overview will be provided of 4 or 5 games and activities which can be adapted and used for almost any age or level. Some of them focus on fluency and some of them on accuracy, but they are all guaranteed to be interesting, fun and improve your student’s skills. Then, there will be some time for Q...

2015/05/16 Peadar Callaghan

Comics in the Classroom

Comics are one of the most popular forms of reading on the planet. The way in which they are written is especially useful for teachers in an EFL context. They provide internal context markers which help students to understand the content language. They also provide authentic language that students can use in communication. Finally and possibly most importantly they are fun and students enjoy reading them.

While the use of comic books in extensive reading has been well established many teachers struggle to bring them into the classroom as activities.  This...

2015/06/20 Hyeong Jun Chae

Incorporating the KWHL strategy and Bloom's taxonomy into the EFL classroom

In the literature, it is said that teachers are expected to identify students’ current performance and facilitate learning in a manner that helps students reach expected performance. In light of this, Shepard (2005) put forward the teaching strategies of eliciting prior knowledge and providing effective feedback. These strategies can promote a learning culture in which teachers and students alike facilitate learning. In this regard, the strategies have profound implications for teaching practices in EFL settings....

2015/06/20 Leonie Overbeek

Neuro ELT and Neuromyths

Scientific advances has enabled the neuroscientists to investigate brain function on living, fully aware subjects, and much of what they have found gives teachers an insight into learning and teaching.
However, many of the findings, when taken out of context, have led to what are called neuromyths, usually associated with some kind of commercial product desgned to improve performance. Unfortunately, many of these myths have found their way into teacher training and are widely believed. While not harmful, their presence can detract from real understanding of...

2015/08/19 Roger Fusselman

Guided Teacher Reflection for Busy Teachers

Conscientious teachers engage in reflective practice, a way of looking at their work in a manner that makes it better. This may be simple to define but hard to apply, without knowing how to reflect or what to look for. Thankfully, there are standards, methods to reflection, and best practices that every teacher should know, to narrow this gap in our understanding. But, let’s face it: we teachers are busy people. How can we simplify the process for us? One answer to this problem is guided reflection, clear steps by which we can move our teaching...

2015/08/19 Tyson Vieira

Providing Instructions: Say More Using Less

This presentation is a collaborative workshop focused on giving instructions in the ESL classroom. Have you ever given instructions to an activity and received immediate blank stares? Does your Korean co-teacher translate your exact instructions right after you? You are not alone; in fact, it is one of the most common and overlooked issues in TESOL professional field. Communicative activities, student centered teaching, and task-based language learning have in the classroom have been increasing in the TEFL community for years, even in the more...

2015/10/17 Sara Peterson

Making Your Own Luck: Uncovering opportunities in the EFL field

Teacher burnout is a common sight in Korea. How can we stay engaged and relevant in an ever changing educational atmosphere? We will discuss how to achieve your professional goals and advance your career whether Korea is a temporary stop or your home.

Sara Peterson is an assistant professor at Silla University in Busan, South Korea. She has her master’s in education. She has been teaching and researching EFL in Korea for 5 years.

2015/11/21 Brian Dean

Mnemonics and Synonyms

Look, see, glance, stare, study, read, watch.... How can you learn the differences and when to use them? Using a mnemonic won't solve all your usage problems but it is a start. In this workshop we will build our own number-picture-word- sentence mnemonics.

Then we will test the participants' memory at the end.

Brian is currently a professor of ESL at Dongseo University and has worked at Korean universities for thirteen years. He is also a volunteer swim coach at his university and a local liaison for this year's Nanowrimo, a writing festival that takes...

2015/11/21 Kathleen Kelley

Activities that Get You Moving!

This workshop will focus on activities that get students out of their seats and speaking. Kathleen will share her various activities that she has used in the classroom with positive results. These will include individual, group and whole class games and activites. Participants will join in at least three of the activities to gain experience and have fun. 


Kathleen Kelley is the president of the Busan-Gyeongnam KOTESOL chapter. She has taught in elementary and middle school settings for 5-years where she has been responisible for creating...

2016/04/16 Ian Adkins

Your students are terrified!

This workshop will focus on foreign language anxiety in all learners. It will help to explain how to measure it, possible treatments, and how it seems to be influenced by age, gender, and other factors. Additional information will be presented in order to provide assistance for educators of all student levels. Ample time will be allotted for discussion and the sharing of ideas. The goal of the workshop is for all participants to leave with a better understand of foreign language anxiety, its influence on their students, and possible ways to help address it in...

2016/04/16 Joe Greenwood

Pronunciation: The Cinderella of language teaching?

How much time do you spend teaching pronunciation? How many times have you struggled to understand your students because of a pronunciation error? Are the two linked?
In this presentation we will work together to discover ways we can incorporate pronunciation work into our everyday classes. Using Adrian Underhill's phonemic chart, and other things, I will give some tips and ideas on how teaching pronunciation can be fun, easy and effective. However, this is no lecture! I want your input as well,so we can share and develop ideas...

2016/06/18 Christopher Miller

Towards a more brain-friendly lesson

With the increasing popularity of terms such as brain-friendly and brain-based education, educators need principles to draw on for enriching materials and lessons which align with our current understanding of the mind and brain.  This presentation will provide seven principles articulated by Helgesen and Kelly (2015).  Following this, the presenter will illustrate how he incorporated these precepts into his professional practice.  Afterwards, workshop participants will be invited to consider ways in which to embed their lessons and materials with brain-...

2016/07/16 Andrew McIsaac

Micro Tasks

TBLT (task-based language teaching) has been the bell of the (ESL) ball for a few decades now, but has seemingly failed to be successfully implemented in a variety of contexts here in Korea. This roundtable discussion will focus on our conceptions of TBLT, some of the reasons why it hasn’t found a foothold in Korea, and will offer a possible alternative: the micro-task. While intended elementary school classes, most of the concepts introduced during this session are easily applied to higher levels of education.


Andrew MacIsaac is an American who has spent the...

2016/09/24 Jungkeun Oh

When You Meet a Suicidal Student

Among OECD countries, Korea has the highest suicide rate. For young people in their teens, twenties, and thirties, the leading cause of death is suicide. This means more people at those ages die by suicide than by traffic accident, so suicide in a school setting is not unusual.  In language education, teachers may meet a student who talks about suicide. Because there are lots of conversions between the students and teacher in a language class, some students can express their thoughts more easily.
In that situation, we must be concerned about what we...

2016/09/24 Melissa Watkins

Culture, Conversation and the Korean ESL Classroom

South Korea is projected to become multicultural by 2020, using criteria based on the most recent census data compared to the current European model which defines multiculturalism  as 5% or more of a nation's population being of non-indigenous ethnic origin. While multiculturalism seems an inevitability for any developed nation due to globalism, casual conversation about the subject is often lacking in depth even in the most open and integrated of societies. In a historically closed social environment such as South Korea, talking about...

2016/11/19 Jeff Buck

Increasing STT

Decreasing Teacher Talking Time and increasing Student Talking Time can be a challenge even for veteran teachers. Regardless of our students’ levels or motivation, it is possible to address this issue successfully.

We will look at various ELT methods and approaches and relate them to TTT vs. STT. We will also do an activity which can be used to help students work more independently and talk more. Issues such as getting students to speak more English, dealing with student silence and what “participation” is will be discussed. As this will be a workshop, participants...

2017/02/18 Andrew MacIssac

Research! You Can Do It Too!

South Korea employs roughly 15,000 native English teachers alone (2015), but the number of resident professionals contributing to research in our field is dismally low. Many institutional practices here, which seem to run counter to what we are charged to do as language instructors, are maintained in part because of the dearth of information in TESOL. You can change that. This presentation is meant to be an introduction to the research process: how to choose a topic, where to find relevant literature, how to conduct surveys, where to find support for...

2017/02/18 Jessica Karpinski

Surprise and Suspense


I will give a presentation about the role of surprise and suspense in keeping students engaged in classroom activities. It will include a description of surprise and suspense and the difference between the two. Then I will give examples for how to implement surprise and suspense into classroom activities, showing how they can be used across various English levels, ages, and activities, such as speaking, reading and writing.

My name is Jessica and I have been teaching ESL for seven years and have taught in three different countries. While being...

2017/04/15 Frank Solak

The presentation will describe a fun and easy warm up activity for English students. The theme of the lesson is a difference in Korean and English pronunciation (in this case, using the 'f' sound). I also will go over some possible activities to help students practice this sound and some suggestions on how to tailor the lesson to students of various levels. 

Frank Solak graduated with an MA from Florida State University in American Environmental History and taught at the high school level in the United States. In Korea, he has taught science at a hagwon and spent two years as a...

2017/04/15 Heehwa Choi

Hi! I would like to share a cross-cultural community site that my startup team is building and get feedback from teachers in the field regarding three questions which are:

1. Have you ever done or thought of doing something like pen pal or cross-cultural projects with students? Why or why not? What was your motivation as an educator and what impact/potentials did you see?

2. How can site like what we are developing help educators and students leverage cross-cultural exchange and practical language application in their English communication skills?

3. We are still...