More From This User
Related Docuements
Social Purpose and Creativity - integrating learning in the real world
Professor Mike Neary, in his opening keynote, gave a helpful and thought-prov...
From Giorgio Bertini
Hongik University ESP Course Proposal: Creating a ProfessionalOnline Portfolio
Ben NesbitUniversity of Colorado Denver
Introduction
Currently there is a job opening for an English teaching position at Hongik University atthe Jochiwon Campus in South Korea. This paper is intended to be a proposal to teach anew, English for Special Purposes (ESP) course as an elective for upperclassmen. Thecourse is called “Creating a Professional Online Portfolio” and upon approval will betaught using Project-Based Learning (PBL) principles to create an online portfolio usinga variety of Web-authoring tools in a blended learning environment at Hongik University.
Context
The Hongik University, Jochiwon campus currently has a total of approximately 1,500students enrolled (“Hongik University Information,” n.d.). The student population ismade up of first year students that study English as a required course and, upperclassman who are able to study English as an elective. Both demographics study Englishfrom one of 12 currently employed, native English speaking teachers. Freshman Englishis a course designed for first year students and is aimed at improving practical grammarand conversation. For upperclassmen that are studying English as an elective there areESP classes available (Tyler Pollard, personal communication, October 22, 2009).Currently there are over ten ESP classes available for students to take, includingBusiness English, Presentation English, Employment English, Screen English, AmericanCulture, Debate, Current Events, Reading, and Writing (Janis Hearn, personalcommunication, October 29, 2009). The makeup of each class whether it be made up of freshmen or upperclassmen is determined by major and class. With approximately 60%(see Figure 1.1) of all enrolled students study either Science and Technology or Designand Arts, Hongik University puts great precedence on cultivating creativity andintellectual independence in the student body. (“Hongik University Information,” n.d.) .These learners, “for the most part, are proud of their university, which has anunderlying influence on the positive effort and interest they have in class. They also arefairly artistic. Hence, they are willing to think more outside the box” (Janis Hearn,personal communication, October 29, 2009).
Figure 1.1. Breakdown of Student Enrollment at the Jochiwon Campus
(“Hongik University Information,” n.d.)
Setting
English classes taught by native English speakers at the Jochiwon campus typically aremade up of approximately 10 students, with a minimum of five and a maximum of 12 ineach class. Built in 1988, the Jochiwon facilities are relatively modern and while it hasnot become completely standard, it is not unusual to teach in a class housing anoverhead projector with a computer that has Internet access. Freshmen English classesmeet twice a week, once for two hours and once for one hour, while the upperclassmenstudents meet only once a week for a two hour session (Tyler Pollard, personalcommunication, October 22, 2009).
Need/Rationale for this Course
In any given semester, since students only get exposed to between two or three hours of class time, there is a need to make sure students use English outside of the classroom tosupport their language learning. This is especially true if students are hoping to getproficient in discussing design decisions they have made in regards to work they haveproduced as would be the case in Engineering and Science and Art majors.Students who study English as a Foreign Language (EFL) are often times lackingmotivation to improve. The reason for this is simple: EFL students don’t typically usethe English they are taught. In stark contrast to English as a Second Language (ESL)students, who study in a country like Australia, the United States or Canada that needEnglish to survive, EFL students typically struggle to find ways of using English outsideof the classroom in a way that is meaningful and relevant. Because of this, themotivation to learn English is minimal (Celce-Murcia, 2001).
of 00
406 Reads
Info and Rating
| Category: | Uncategorized. |
| Rating: | |
| Upload Date: | 11/01/2009 |
| Copyright: | Attribution Non-commercial |
| Tags: |
Leave a Comment