Hello, everyone!
first of all, let me introduce myself. My name is Lee, tae-won and Adam is my English name. I am from Yesan and I work at the Sabkyo elementary school as a teacher.
The day first where I comes initially to the place first the English complaint which comes in into the eye Bring the world to you!
Finishes a registration at morning 9: 15, There was orientation at the auditorium. By the way 24 people the woman in teachers of 28 people which come from the elementary school and the man at most were only 4 people. They were all 5 people where lecturer foreigner is introduced.
1st week passed by initially very tediously. But, from 2nd week to be passing by quickly. Receives a 3rd week research study and there are times when is caught recently in the hand.
There is not a surplus which will think because too busy. I've got something while I study in here CIFLE. Confidence! Now I know how can I improve my English. Let me say that who teaching English to us. There are Angie, Alexi, Jonnadan, Chris, David. There are 3 men and 2 women so totals 5 lecturer. They all give to us to be nice. Intensive training in English CIFLE end as it goes.
The next three days left. I studied English while studying in CIFLE sure of the direction I got. From now on I will take action. To improve my English skills!
Thank you to everyone who works in the CIFLE .
I hope, 'CIFLE Long live!'
Tuesday, August 18, 2009
Sunday, August 16, 2009
My Magic World, My CIFLE
One day I decided conquest fear of English. So I write an application for CIFLE. I want be a great teacher. When I knew that I can learning English in CIFLE, I was very happy and worried about that. And I talk to me "Congratulations! You succeed in the entrance to CIFLE." And I shouted "Hurrah." But I didn't know about CIFLE's life in detail. I prepared English but I didn't have much time about English.
Now I regretted that I wasted time before. That day the alphabet was flying in the sky. At last when I arrived at CIFLE, I was very embarrassed because my English ability. From the moment that I step on first step, my mouth is frozen. I can not speak a word.
One instructor said to me "If you don't understand, ask them." But I couldn't hear his voice. Just I can only saw his face with silent. I already knew that mean but didn't hear. The sensation of fear I felt on the first day I can not forget now. I needed many time for that I adapt his voice. Now, I can understand and hear his lecture more than before.
I often did a foolish thing or talk foolish. My mouth and my body could not control strangely. Whenever I was presentation or I spoke, my head becomes white paper. I taught 'I must escape from this hell', 'what can I do?' I had been a strong earthquake during the lesson. But I didn't want to give up. So I studied very hard everyday and every weekend for I didn't want to be a fool. The flowers of books came into bloom in the room everyday. But I can't speak English well. Every that time I forgot my confident little by little. I knew that English can not conquer easily but my mind was impatient. But CIFLE give to me second turning point of my life.
CIFLE help me as can know little more myself, how should study English and I informed method and direction. I will be a teacher that I can understand student. I was very much lacking student in CIFLE. Remembered my class children and I could understand their mind. Is how gloomy and was it difficult? I was sorry that I talked to them before.
CIFLE has tight schedule only we can study about English. And also we should think in English. I will form a habit that. I will think in English and I speak in English as possible as. I realized and learned many things through the instructor's attitude about lecture. Among them Angie was the best. I will remember her teaching method. She was very comfortable and she had open mind. She made a very impression on me. Of course also Chris. He was very charismatic and thorough. His teaching of method was interesting and effective. But his mind closed so I could not talk with him easily. I can't forget life of CIFLE. Now I will stick on the album by one memory. Next time, when we meet by accident, I hope to greet gladly. Thank you for your teaching! Have a happy day always!
Now I regretted that I wasted time before. That day the alphabet was flying in the sky. At last when I arrived at CIFLE, I was very embarrassed because my English ability. From the moment that I step on first step, my mouth is frozen. I can not speak a word.
One instructor said to me "If you don't understand, ask them." But I couldn't hear his voice. Just I can only saw his face with silent. I already knew that mean but didn't hear. The sensation of fear I felt on the first day I can not forget now. I needed many time for that I adapt his voice. Now, I can understand and hear his lecture more than before.
I often did a foolish thing or talk foolish. My mouth and my body could not control strangely. Whenever I was presentation or I spoke, my head becomes white paper. I taught 'I must escape from this hell', 'what can I do?' I had been a strong earthquake during the lesson. But I didn't want to give up. So I studied very hard everyday and every weekend for I didn't want to be a fool. The flowers of books came into bloom in the room everyday. But I can't speak English well. Every that time I forgot my confident little by little. I knew that English can not conquer easily but my mind was impatient. But CIFLE give to me second turning point of my life.
CIFLE help me as can know little more myself, how should study English and I informed method and direction. I will be a teacher that I can understand student. I was very much lacking student in CIFLE. Remembered my class children and I could understand their mind. Is how gloomy and was it difficult? I was sorry that I talked to them before.
CIFLE has tight schedule only we can study about English. And also we should think in English. I will form a habit that. I will think in English and I speak in English as possible as. I realized and learned many things through the instructor's attitude about lecture. Among them Angie was the best. I will remember her teaching method. She was very comfortable and she had open mind. She made a very impression on me. Of course also Chris. He was very charismatic and thorough. His teaching of method was interesting and effective. But his mind closed so I could not talk with him easily. I can't forget life of CIFLE. Now I will stick on the album by one memory. Next time, when we meet by accident, I hope to greet gladly. Thank you for your teaching! Have a happy day always!
What Happen to Her Last Night?
"Brrrrr.... Brrrr..." "OPppppen Urrrr Eyyyyes, Sunnnn...." "Brrrrrr..."
Hearing the alarm, she tried to open her eyes lying her back on the bed. It's one of the most difficult things for her to awake from sleep in the morning. The sun was spreading its beams on the glasses of the dormitory windows. She erected herself slowly from the bed and made the bed.
Someone shouted, "This way." and snatched her wrist.
"Are you a human? You can say a word!" she yelled out. He was a police officer at EEC. "Sure, I can speak and move just like you." the policeman answer with a big smile.
"Yes, we all get lives from 9 o'clock every Friday night to Sunday midnight." the boy and the girl on the corner of intersection spoke to her. "If so, why do you have to pretend to be inanimated beings during the daytime?" she asked, arranging her ideas. The police man simply replied, "We don't make any money. Instead of living idle lives, we must stay only a certain area and hang around just at night."
"You all chose vegetation at the cost of being locked in time and space." she muttered to herself.
"How can I get out of here? I have to go now." she begged.
"We equipped everything in here. Stay here with us. Don't go. You can enjoy your life without any effort." the boy on the intersection explained his idle life.
No one did pay attention to her; they only sat down on the bench or talked to each other sharing a meal on the grass. She squeaked the door of EEC, "Don't make a noise out there." someone shouted in the distance.
She tiptoed one by one through the corridor, holding her breath. She eventually reached the stairs which got connected to the second floor. She put one step on the stair and then the second. At the moment the third step was landed, the stairs started to squirm. She jumped down to the floor and rushed to the first floor. She rolled down to the first floor lobby and lost her consciousness.
When she gained consciousness, she found herself embraced in one armchair in the first lobby. She struggled desperately out of the chair and in vain. The armchair whispered her, "Don't be scared. I don't hurt you." The sofa next to the armchair added, "He has waited for you to sit on his seat, you know?" The loveseat opposite to the armchair threw a word, "Sun, why don't you dance with him? It is his wishes."
Chairs from the cafeteria played the violins and the information desk the piano. Unavoidably she stepped one, two, three, one, two, three dancing with the armchair. Do you imagine the scene at night? After finishing a dance, Mr. armchair let her go and ushered to the entrance of the building. He didn't forget to give her a clue of unlocking the door inside. She hugged him tight and whispered how thankful she was.
As soon as she opened the door of the building, the security alarm went off. Someone with a light from another building ran over toward the dormitory.
Hearing the alarm, she tried to open her eyes lying her back on the bed. It's one of the most difficult things for her to awake from sleep in the morning. The sun was spreading its beams on the glasses of the dormitory windows. She erected herself slowly from the bed and made the bed.
Young seemed to be still in bed, keeping her room door closed. Mi-hwa's room door has opened in half way. She already went out for a morning walk, which is her daily routine. Their room is very quiet. Sun opened wide the window of the bathroom, letting fresh air move into her bathroom and change the old unpleasant smell into new one.
It was seven forty A.M. People entered the cafeteria on the first floor one by one and the seats of the cafeteria were soon occupied. While having breakfast with Mi-hwa and Young, she saw Adam with gray hair, Olive with humorous disposition, Terry with a goodlooking appearance, and Chris, her English writing teacher.
It was four o'clock P.M. It was time for everyone in the dormitory to go out of the building and head for her/his home. Young would go home to see her youngest son and her husband. Mi-hwa would go home and have dinner with two sons and her husband to congratulate on their 20th wedding anniversary. Ri would date Terry on Saturday night. But she couldn't enjoy her weekend life. Because there was one thing she had put aside, which should have been done by today.
There was no one in the dormitory except her, Sun. She went up to the A/V room on the 3rd floor and started to work with a computer. How many hours had past? She reperceived herself left alone in the room and looked outside the windows. Darkness fell down and covered all around the building. Nothing outside did see at all. She opened the room door to get some water from the purifier in the corridor. It was pitch dark in there. She walked along the corridor wall to grope for a switch. Nothing, unless an echo of her footsteps, was heard. Fortunately she touched the light switch easily. The long corridor got bright again and she recognized all things in the same way as usual. Yes, all things.......
Someone stood glaring at her in front of her. "Who is it? No... What is it?" It had four big corners, looking like a large quadrangular person. "Who are you?" she asked with a scary voice. But it wouldn't answer and was narrowing the gap between her and his big side. She couldn't move any step at the sight that the huge quadrangular thing was approaching her. She felt like shivering herself into pieces. At that moment the water purifier shouted at her, "Beat it." She was shocked much more at the sound of the purifier. She turned around and started to run away. The one of the quadrangles chased after her. She dashed at full speed.
Someone shouted, "This way." and snatched her wrist.
"Are you a human? You can say a word!" she yelled out. He was a police officer at EEC. "Sure, I can speak and move just like you." the policeman answer with a big smile.
"Yes, we all get lives from 9 o'clock every Friday night to Sunday midnight." the boy and the girl on the corner of intersection spoke to her. "If so, why do you have to pretend to be inanimated beings during the daytime?" she asked, arranging her ideas. The police man simply replied, "We don't make any money. Instead of living idle lives, we must stay only a certain area and hang around just at night."
"You all chose vegetation at the cost of being locked in time and space." she muttered to herself."How can I get out of here? I have to go now." she begged.
"We equipped everything in here. Stay here with us. Don't go. You can enjoy your life without any effort." the boy on the intersection explained his idle life.
No one did pay attention to her; they only sat down on the bench or talked to each other sharing a meal on the grass. She squeaked the door of EEC, "Don't make a noise out there." someone shouted in the distance.
She tiptoed one by one through the corridor, holding her breath. She eventually reached the stairs which got connected to the second floor. She put one step on the stair and then the second. At the moment the third step was landed, the stairs started to squirm. She jumped down to the floor and rushed to the first floor. She rolled down to the first floor lobby and lost her consciousness.
When she gained consciousness, she found herself embraced in one armchair in the first lobby. She struggled desperately out of the chair and in vain. The armchair whispered her, "Don't be scared. I don't hurt you." The sofa next to the armchair added, "He has waited for you to sit on his seat, you know?" The loveseat opposite to the armchair threw a word, "Sun, why don't you dance with him? It is his wishes."
Chairs from the cafeteria played the violins and the information desk the piano. Unavoidably she stepped one, two, three, one, two, three dancing with the armchair. Do you imagine the scene at night? After finishing a dance, Mr. armchair let her go and ushered to the entrance of the building. He didn't forget to give her a clue of unlocking the door inside. She hugged him tight and whispered how thankful she was.
As soon as she opened the door of the building, the security alarm went off. Someone with a light from another building ran over toward the dormitory.
Thursday, August 13, 2009
The efficacy of fermented foods
Motivation of start the project
These days people have specific interest in health. There are enough something to eat. But actually there are not enough safe eatings . So many people have anxiety about eatings. On the other hand people know the effet about fermented food according to laboratory experiments.
Korean traditional fermented food is offered in the elementary school. But students don’t like it. The menus are Kimchi, Doenjang soup, Cheongkukjang. They eat them forcibly little by little.
This purpose of project is what students eat happily. They will be grown up healthily after eating good food.
Defination of fermented foods
Fermentation is the chemical conversion of carbohydrates into alcohols or acids.
Generally, we call the fermented food refers to the conversion of sugar to alcohol using yeast, bacteria, or under anaerobic conditions. The science of fermentation is known as Zymology.There are many kind of fermented food. There is a beverages such as wine, beer and cider. Also, employed in preservation to create lactic acid in sour foods such as pickled cucumbers, kimchi and yogurt.
Kind of Fermented foods by region
Country
kind of Fermented food
Asia
doenjang, douchi, jeruk, lambanog, kimchi seokbakji, soy sauce, stinky tofu, szechwan cabbage tai-tan tsoi, chiraki, tape, tempeh, totkal kimchi,
Africa
fermented millet porridge, garri, hibiscus seed, hot pepper sauce, injera, lamoun makbouss, laxoox, mauoloh, msir, mslalla, oilseed,
India
achar, appam, dosa, dhokla, dahi (yogurt), idli, mixed pickle
America
chicha, elderberry wine, kombucha, pickling (pickled vegetables), sauerkraut, lupin seed, oilseed, chocolate, vanilla, tabasco, tibicos
Europe
rakfisk, sauerkraut, ogórek kiszony, surströmming, mead, elderberry wine, salami, prosciutto, cultured milk products such as quark, kefir, filmjölk, crème fraîche, smetana, skyr.
Oceania
poi, kaanga pirau (rotten corn), sago
Case of protection and treatment through the fermented foods
This is “herbal kimchi” made of 15 kinds of herbs which grow in Doridol Village of Pocheon, Gyeonggi Province.
The ``slow food'' movement is a growing trend agaist ``fast food.'' It seeks to consume healthy foods from plants, seeds and animals and other farming products
Kimchi is undoubtedly one of the most nutritious dishes among the slow foods in the world. The US magazine Health once named kimchi on its list of top five ``World's Healthiest Foods'' for being rich in vitamins, aiding digestion, and even possibly retarding cancer growth. Kimchi is a staple of the Korean diet. Kimchi is a fermented mixture of ingredients such as red pepper powder, cabbage, green onion, radish, and garlic. Its efficacy is well known, and Koreans consume 10-15kg of Kimchi per person per year. According to the Korean Ministry for Food, Agriculture, Forestry, and Fisheries (MIFAFF), kimchi is highly nutritious, strengthens the immune system, prevents cancer, lowers blood cholesterol levels, and delays the aging process promoting longevity. The MIFAFF also states that Kimchi contains ingredients providing antibiotic effects, preventing hyperacidity, and restricting the growth of undesirable bacteria in the intestines.
Well-fermented Kimchi may protect people from the bird fle or SASs. No Korean has died trom the bird flu or SASs, despite the fact that many Koreans have visited countries hard-hit both diseases.
Well-fermented Kimchi may protect people from the kind of cancer. There is a place that's attempting to make this healthy kimchi into a healthier one. Herbal kimchi is made with 15 different herbs along with a special fermentation process.``There has been no one who has suffered from any kind of cancer in the village's history probably because the villagers eat many herbs,' a villager Kim said. Kimchi is excellent our food in the world. Kimchi is Korean have one of the most
Expert's view
I want to know expert’s view about fermented foods. I would like find out the scientific outcomes about fermented foods’ effect. Also I wondered fermented foods can replaced in chemical medicine as a alternative medicine
I found a scientist who inquire out fermented food’s efficacy. He is Dr.Eli.Metchnikoff , a nobel prize winner of 1908 in physiology and medicine “ the prolongation of life”
He found out like that; “Benefits of intestinal microflora long life of the Bulgarians and their frequent use of fermented milk product “yoghurt” bacillus bulgaricus- Lactobacillus bulgaricus Birth of probiotics”
Dr.Eli.Metchnikoff is a biologist of Russia, he found out fact through the his study “the prolongation of life” This is that People grow old because of decaying one’s intestinal while one is alive. So, he suggest to eat the dairy products for preventing to decay person’s intestinal.
He was a first scientist who examined scientifically that lactic acid bacteris is able to control human’s the againg process.
While I have searched various material related to expert’s view, I can summary the same good points of fermented foods. It is a blow like that;
1. Fermented foods are excellent foods to provent critical disease like a cancer, hypertension, sugar diabetes and a cardia disorder.
2. Fermented foods have various nutrition like calcium, iron content,phosphoric and mineral
3. Fermented foods help people’s digestion easily and they also clean the intestinal with birth of probiotics.
I think fermented food is developing as a functional foods based on expert scientists and researchers’s fingings and visions about fermented foods.
Our opinion after research
There are many fermented food around our country. Even though It is getting to disappear the fermented food on the meal table in Korean. The Kimchi is very important food in our country's constitution with 된장, 청국장, 고추장. We are very sad that Fermented food of korean is far away around us. Let's eat the traditional fermented food ourselves at first. And then, let the students realize ancestor’s wisdom. Fially let’s inform the efficacy to students and parents.
Reference materials
☞ www.fermented- foods. Net
☞ http://en.wikipedia.org/wiki/Fermentation_(food)
☞ http://www.koreaherald.co.kr/archives/result_contents.asp
☞ www.koreatimes.co.kr/www/news/art/2009/08/146_28564.html
These days people have specific interest in health. There are enough something to eat. But actually there are not enough safe eatings . So many people have anxiety about eatings. On the other hand people know the effet about fermented food according to laboratory experiments.
Korean traditional fermented food is offered in the elementary school. But students don’t like it. The menus are Kimchi, Doenjang soup, Cheongkukjang. They eat them forcibly little by little.
This purpose of project is what students eat happily. They will be grown up healthily after eating good food.
Defination of fermented foods
Fermentation is the chemical conversion of carbohydrates into alcohols or acids.
Generally, we call the fermented food refers to the conversion of sugar to alcohol using yeast, bacteria, or under anaerobic conditions. The science of fermentation is known as Zymology.There are many kind of fermented food. There is a beverages such as wine, beer and cider. Also, employed in preservation to create lactic acid in sour foods such as pickled cucumbers, kimchi and yogurt.
Kind of Fermented foods by region
Country
kind of Fermented food
Asia
doenjang, douchi, jeruk, lambanog, kimchi seokbakji, soy sauce, stinky tofu, szechwan cabbage tai-tan tsoi, chiraki, tape, tempeh, totkal kimchi,
Africa
fermented millet porridge, garri, hibiscus seed, hot pepper sauce, injera, lamoun makbouss, laxoox, mauoloh, msir, mslalla, oilseed,
India
achar, appam, dosa, dhokla, dahi (yogurt), idli, mixed pickle
America
chicha, elderberry wine, kombucha, pickling (pickled vegetables), sauerkraut, lupin seed, oilseed, chocolate, vanilla, tabasco, tibicos
Europe
rakfisk, sauerkraut, ogórek kiszony, surströmming, mead, elderberry wine, salami, prosciutto, cultured milk products such as quark, kefir, filmjölk, crème fraîche, smetana, skyr.
Oceania
poi, kaanga pirau (rotten corn), sago
Case of protection and treatment through the fermented foods
This is “herbal kimchi” made of 15 kinds of herbs which grow in Doridol Village of Pocheon, Gyeonggi Province.
The ``slow food'' movement is a growing trend agaist ``fast food.'' It seeks to consume healthy foods from plants, seeds and animals and other farming products
Kimchi is undoubtedly one of the most nutritious dishes among the slow foods in the world. The US magazine Health once named kimchi on its list of top five ``World's Healthiest Foods'' for being rich in vitamins, aiding digestion, and even possibly retarding cancer growth. Kimchi is a staple of the Korean diet. Kimchi is a fermented mixture of ingredients such as red pepper powder, cabbage, green onion, radish, and garlic. Its efficacy is well known, and Koreans consume 10-15kg of Kimchi per person per year. According to the Korean Ministry for Food, Agriculture, Forestry, and Fisheries (MIFAFF), kimchi is highly nutritious, strengthens the immune system, prevents cancer, lowers blood cholesterol levels, and delays the aging process promoting longevity. The MIFAFF also states that Kimchi contains ingredients providing antibiotic effects, preventing hyperacidity, and restricting the growth of undesirable bacteria in the intestines.
Well-fermented Kimchi may protect people from the bird fle or SASs. No Korean has died trom the bird flu or SASs, despite the fact that many Koreans have visited countries hard-hit both diseases.
Well-fermented Kimchi may protect people from the kind of cancer. There is a place that's attempting to make this healthy kimchi into a healthier one. Herbal kimchi is made with 15 different herbs along with a special fermentation process.``There has been no one who has suffered from any kind of cancer in the village's history probably because the villagers eat many herbs,' a villager Kim said. Kimchi is excellent our food in the world. Kimchi is Korean have one of the most
Expert's view
I want to know expert’s view about fermented foods. I would like find out the scientific outcomes about fermented foods’ effect. Also I wondered fermented foods can replaced in chemical medicine as a alternative medicine
I found a scientist who inquire out fermented food’s efficacy. He is Dr.Eli.Metchnikoff , a nobel prize winner of 1908 in physiology and medicine “ the prolongation of life”
He found out like that; “Benefits of intestinal microflora long life of the Bulgarians and their frequent use of fermented milk product “yoghurt” bacillus bulgaricus- Lactobacillus bulgaricus Birth of probiotics”
Dr.Eli.Metchnikoff is a biologist of Russia, he found out fact through the his study “the prolongation of life” This is that People grow old because of decaying one’s intestinal while one is alive. So, he suggest to eat the dairy products for preventing to decay person’s intestinal.
He was a first scientist who examined scientifically that lactic acid bacteris is able to control human’s the againg process.
While I have searched various material related to expert’s view, I can summary the same good points of fermented foods. It is a blow like that;
1. Fermented foods are excellent foods to provent critical disease like a cancer, hypertension, sugar diabetes and a cardia disorder.
2. Fermented foods have various nutrition like calcium, iron content,phosphoric and mineral
3. Fermented foods help people’s digestion easily and they also clean the intestinal with birth of probiotics.
I think fermented food is developing as a functional foods based on expert scientists and researchers’s fingings and visions about fermented foods.
Our opinion after research
There are many fermented food around our country. Even though It is getting to disappear the fermented food on the meal table in Korean. The Kimchi is very important food in our country's constitution with 된장, 청국장, 고추장. We are very sad that Fermented food of korean is far away around us. Let's eat the traditional fermented food ourselves at first. And then, let the students realize ancestor’s wisdom. Fially let’s inform the efficacy to students and parents.
Reference materials
☞ www.fermented- foods. Net
☞ http://en.wikipedia.org/wiki/Fermentation_(food)
☞ http://www.koreaherald.co.kr/archives/result_contents.asp
☞ www.koreatimes.co.kr/www/news/art/2009/08/146_28564.html
Purpose at CIFLE where I am here
As you know, I am an elementary school teacher. Although I don’t teach English these days, I will teach English as a subject someday. I need four language skills to teach in English. Therefore, I came CIFLE and I had attended intensive English program course.
I had had a concern to learn English. When I was 6 grader at elementary school, I didn’t learn English at school as a public curriculum. I had wanted to study English well. So, I studied phonics by myself without teacher’s aids and then I had learned English at secondary and high school. At that time, I learned just grammar to be able to test in exam instead of communicative skills. I was 24 years old When I awkward learning English indeed because English is getting more important language in social trend. English is adopted like a qualification to gain a good occupation. Most of large corporations want the candidate to speak English well, I thought I had to learn English in order to gain a better job when I graduated from university. presently, I also feel English is necessary to globalize. By the way, I have changed my view about English. I think English is just a method to communicate with foreigners not to gain a scholarship. I want communicative competency to understand and speak what I want to say
I came CIFLE not only to improve my language skills, but also to share many ideas for instruction method with the other teachers. I have made an effort to conduct this program course positively. Because it is useful to gain many things rather than passive attitude. I am satisfied in my life at CIFLE and I will eager to do my best during staying here.
I think CIFLE is very wonderful place to learn English for teachers. CIFLE has intelligent instructors, kind staff and convenient facilities. (dormitory, fitnessroom, multi-media room, project room and so on) I won’t forget CIFLE’s good memory about peers and amazing activities for a long time. I love CIFLE, so I will recommend my peer teachers to CIFLE is the best place to learn English and share good idea with the other teachers and native instructors.
I had had a concern to learn English. When I was 6 grader at elementary school, I didn’t learn English at school as a public curriculum. I had wanted to study English well. So, I studied phonics by myself without teacher’s aids and then I had learned English at secondary and high school. At that time, I learned just grammar to be able to test in exam instead of communicative skills. I was 24 years old When I awkward learning English indeed because English is getting more important language in social trend. English is adopted like a qualification to gain a good occupation. Most of large corporations want the candidate to speak English well, I thought I had to learn English in order to gain a better job when I graduated from university. presently, I also feel English is necessary to globalize. By the way, I have changed my view about English. I think English is just a method to communicate with foreigners not to gain a scholarship. I want communicative competency to understand and speak what I want to say
I came CIFLE not only to improve my language skills, but also to share many ideas for instruction method with the other teachers. I have made an effort to conduct this program course positively. Because it is useful to gain many things rather than passive attitude. I am satisfied in my life at CIFLE and I will eager to do my best during staying here.
I think CIFLE is very wonderful place to learn English for teachers. CIFLE has intelligent instructors, kind staff and convenient facilities. (dormitory, fitnessroom, multi-media room, project room and so on) I won’t forget CIFLE’s good memory about peers and amazing activities for a long time. I love CIFLE, so I will recommend my peer teachers to CIFLE is the best place to learn English and share good idea with the other teachers and native instructors.
English Immersion Programs in EFL
Nowadays English immersion programs (EIP) are regarded important by Presidents Lee, Myoung-bak. The government says “It is necessary for globalization”. He wants to spread English immersion programs into public educational system in Korea. But many people are against the plan, around 60 percent of school teachers are opposed to the government's plan to conduct classes in English from 2010. However, the plans sparked an immediate debate concerning their feasibility and effectiveness.
Most of parents want children study English from kindergarten or earlier that, so children study English in school and private institute after school. Children are very stressful to learn English, they spend many times and efforts by individually.
Now we need English learning programs appropriate for the Korea English educational system. EIP is an approach to foreign language instruction in EFL, an immersion program could be a solution for the Korean situation. So this research will consider EIP and the examples of EIP in other countries and elementary school conducting EIP in Seoul to find out an appropriate model to apply to Korean education system.
What are the research questions of English Immersion Programs?
1. What is the immersion?
2. What are strengths and weaknesses of English Immersion Programs?
3. How was English Immersion Programs applied to EFL(in other countries and Seoul)
4. What are some concerns about the implementation of English immersion programs in Korea and how can we accomplish effective implementation?
What is the Immersion?
1) Theoretical background
Immersion is a form of bilingual education in which students who speak the language of the majority of the population receive part of their instruction through the medium of a second language and part through their first language. Both the second language and first language are used to teach regular school subjects, such as Mathematics, science, or physical education, in addition to languages concurrently or during the same academic year. Different subjects are taught through the medium of each language. Generally speaking, at least 50% of instruction during a given academic year must be provided through the second language for the programme to be regarded as immersion. Programmes in which one subject and language arts are taught through the second language are identified as enriched second language programmes. (Genesee:1987)
In an Immersion program, students learn content through the target language, in a minimum of 50% of their classes. This provides them with the chance to experience the culture of other countries. There are some results that students achieve high level proficiency in both mother language and target language.
Why are English Immersion Programs concerned? It is possible to achieve 4 skills (Listening, Speaking, Reading, Writing)of English, to master other content and understand other cultures. Because students learn English subject as well as other subject in English; immersion is most intensive form of content-based English.
2) Types of Immersion Program
The types of English Immersion Programs are divided by 1) Early total immersion 2) Early partial Immersion 3) Delayed Immersion 4) Late immersion. Early total immersion has been the most popular in EFL. But these types are flexible, it depends on their special educational system.
Total Immersion means that 100% of their classes are taught in English, while Partial Immersion refers to programs which have varying degrees (between 50% and 100%) of the other subject taught in English. Early Immersion is initiated in the earliest grades of elementary school. Delayed Immersion is introduced in the latter grades of elementary school, and Late Immersion is started in secondary school.
The classes are not repetitive in nature, which means that they don’t learn the content in first language and again in second language. However, no type is absolutely preferable to others. It depends on a variety of different factors culturally or economically related to each country or each school.
What are strengths and weaknesses of English Immersion Programs?
A little quantity of students may benefit from the immersion program. Because it focuses on sociocultural aspects of language learning. A well-implemented maintenance immersion program provides non-English speaking with an equal educational opportunity like English speaking.
Students may develop their academic language proficiency. As Cummins said, academic English is typically acquired over a period of five to seven years, and it is more comprehensible by using home language instruction. Substantial home language knowledge aids in understanding the second language. Learning to read in English at an early age is facilitated when a student has already acquired the phonemic structure of their home language.
Students receive substantial language support in their native language, they may ease into second language learning without too much pressure. Once the student can read in her native language, they can also learn to read in other language because literacy automatically transfers to other languages.
But immersion students tend to lack the social and accuracy language use which the native speakers. Also students increase language use after leaving school.
How were English Immersion Programs applied to EFL?
There are many countries to conduct Second Language Immersion, also many Asia countries are processing English Immersion Programs which are appropriate their culture and economy. It is important to study successful or fail examples in other countries, and find out how we can apply EIP in Korea with special circumstance and variable factors.
Most of parents want children study English from kindergarten or earlier that, so children study English in school and private institute after school. Children are very stressful to learn English, they spend many times and efforts by individually.
Now we need English learning programs appropriate for the Korea English educational system. EIP is an approach to foreign language instruction in EFL, an immersion program could be a solution for the Korean situation. So this research will consider EIP and the examples of EIP in other countries and elementary school conducting EIP in Seoul to find out an appropriate model to apply to Korean education system.
What are the research questions of English Immersion Programs?
1. What is the immersion?
2. What are strengths and weaknesses of English Immersion Programs?
3. How was English Immersion Programs applied to EFL(in other countries and Seoul)
4. What are some concerns about the implementation of English immersion programs in Korea and how can we accomplish effective implementation?
What is the Immersion?
1) Theoretical background
Immersion is a form of bilingual education in which students who speak the language of the majority of the population receive part of their instruction through the medium of a second language and part through their first language. Both the second language and first language are used to teach regular school subjects, such as Mathematics, science, or physical education, in addition to languages concurrently or during the same academic year. Different subjects are taught through the medium of each language. Generally speaking, at least 50% of instruction during a given academic year must be provided through the second language for the programme to be regarded as immersion. Programmes in which one subject and language arts are taught through the second language are identified as enriched second language programmes. (Genesee:1987)
In an Immersion program, students learn content through the target language, in a minimum of 50% of their classes. This provides them with the chance to experience the culture of other countries. There are some results that students achieve high level proficiency in both mother language and target language.
Why are English Immersion Programs concerned? It is possible to achieve 4 skills (Listening, Speaking, Reading, Writing)of English, to master other content and understand other cultures. Because students learn English subject as well as other subject in English; immersion is most intensive form of content-based English.
2) Types of Immersion Program
The types of English Immersion Programs are divided by 1) Early total immersion 2) Early partial Immersion 3) Delayed Immersion 4) Late immersion. Early total immersion has been the most popular in EFL. But these types are flexible, it depends on their special educational system.
Total Immersion means that 100% of their classes are taught in English, while Partial Immersion refers to programs which have varying degrees (between 50% and 100%) of the other subject taught in English. Early Immersion is initiated in the earliest grades of elementary school. Delayed Immersion is introduced in the latter grades of elementary school, and Late Immersion is started in secondary school.
The classes are not repetitive in nature, which means that they don’t learn the content in first language and again in second language. However, no type is absolutely preferable to others. It depends on a variety of different factors culturally or economically related to each country or each school.
What are strengths and weaknesses of English Immersion Programs?A little quantity of students may benefit from the immersion program. Because it focuses on sociocultural aspects of language learning. A well-implemented maintenance immersion program provides non-English speaking with an equal educational opportunity like English speaking.
Students may develop their academic language proficiency. As Cummins said, academic English is typically acquired over a period of five to seven years, and it is more comprehensible by using home language instruction. Substantial home language knowledge aids in understanding the second language. Learning to read in English at an early age is facilitated when a student has already acquired the phonemic structure of their home language.
Students receive substantial language support in their native language, they may ease into second language learning without too much pressure. Once the student can read in her native language, they can also learn to read in other language because literacy automatically transfers to other languages.
But immersion students tend to lack the social and accuracy language use which the native speakers. Also students increase language use after leaving school.
How were English Immersion Programs applied to EFL?
There are many countries to conduct Second Language Immersion, also many Asia countries are processing English Immersion Programs which are appropriate their culture and economy. It is important to study successful or fail examples in other countries, and find out how we can apply EIP in Korea with special circumstance and variable factors.
1) Canada (French Immersion Program)
Canada (Quebec) is the birthplace of immersion education is Canada In 1965, a group of English-speaking parents succeeded in initiating an experimental immersion kindergarten for their students. Because in Quebec where the French-speaking majority were asserting their rights and taking more power in the political and economic fields, so they wanted their children to achieve a high level of French, as well as English. French Immersion has spread across the country; over 320,000 students in Canada are in some form of immersion program. Their French Immersion program includes that all students have the option of entering early immersion, middle immersion, or late immersion.
Canada (Quebec) is the birthplace of immersion education is Canada In 1965, a group of English-speaking parents succeeded in initiating an experimental immersion kindergarten for their students. Because in Quebec where the French-speaking majority were asserting their rights and taking more power in the political and economic fields, so they wanted their children to achieve a high level of French, as well as English. French Immersion has spread across the country; over 320,000 students in Canada are in some form of immersion program. Their French Immersion program includes that all students have the option of entering early immersion, middle immersion, or late immersion.
2) Immersion Program of Katoh Gakuen (Japan)
Katoh Gakuen is a private elementary school a city located in shizuoka Prefeture. Katho Gakuen is not a international school. It follows the Japanese Ministry of education, but in grades 1~3, all subjects except Japanese and Language Arts are taught in English (English : Japanese = 70:30). From 4 to 6 grades students are studying English, math, science, computer in English (English : Japanese = 50:50), especially Japanese, social studies, Art, Music, PE is taught in Japanese. Students have to use only English in immersion classroom and with immersion teachers. Katoh Gakune’s immersion is 16 years old, so it is still in the experimental stage. But until now, the program is successful so that students have good achievement other subject as well as English (refer to http://www.bi-lingual.com/)
3) Other countries
There are over 400 schools in 27 states that offer total, partial or two-way immersion programs in 11 different languages. And English immersion programs spread to Japan, China and Singapore, Hong kong, Malaysia, Korea, where English is not their first language. Each country has its own cultural, economic environment, Singapore has 3 languages and they need one public language, so English Immersion is very effective for that country. But the numbers of family that use English their daily life are increasing. Also English immersion is successful in Hong Kong, Now Beijing the number of 25 high school has launched a Bilingual Teaching program in the city.
Malaysia gave up English Immersion Programs in 2009. They have taught some subjects for six years but it has dragged down student’s performance and it is particularly unfair on children who are not proficient in the language.
4) Young Hoon Elementary school in Seoul 
Young Hoon Elementary school which is private school implemented English immersion in Korea. They have used early-partial immersion program. One class is divided into two sides, each taught by a Korean and a native speaker.
According to research, students enjoyed English and showed on signs of development of Korean language-sills. Students attentive and interested in teaching conducted in English, and they were open and receptive to native-speaker teachers. Thus the primary goal of the program-developing an interest in English and other cultures in an open and creative environment-was achieved.
What are some concerns about the implementation of English immersion programs in Korea and how can we accomplish effective implementations?
There are some concerns about the implementation of English immersion programs in Korea. First, how to cover all the students from kindergarten to secondary school. Second, when to begin English immersion programs. Third, a possible negative effect of immersion programs on children’s development of first language.
Then, how can we accomplish effective implementations to English immersion programs in Korea. First, native language skills should be protected and the equal value must be given to the development. Second, professional development teacher training is necessary. Korean English teachers need to be continuously trained for their English skills and native English teachers need to be trained in teaching as well as cultural factors and should continuously use English as a medium of teaching English and subject matters. Third, district administrators need to become more closely involved with the actual practice of education. There needs to be coordination between school levels and connections among schools, district administrators should emphasize the learning being achieved and must show their dedication to mission. In addition, at the district level, administrators need to provide the funding for more qualified teachers, for the translation of materials, for professions development and for innovation within the classroom. Fourth, parental involvement is crucial to the success of English immersion programs, because are resources, both to their children and to school personnel. They can act as communicators and more. fifth, materials of comparable quality to those used in the regular courses should be available to provide qualifying information in English as regular course. Sixth, newly modified textbook will be necessary. Newly modified textbook will be necessary in order to teach subject courses in English. The materials should be developed which relate the content of the English class functionally to other subjects in the curriculum, so that English is not taught as a self-contained subject in itself. In addition, these textbook should well reflect curriculum of education in regular Korean schools and ensure that the students in English immersion programs receives corresponding information as well as in Korean.
Conclusion
English immersion programs are very effective method to enhance the overall language development of elementary school students under the EFL environment in Korea. This research includes how other countries effectively apply English immersion programs to their education system. To attain visible effective results, students should be provide ample opportunities for using English not only in the classrooms, but also in specific social and cultural situations.
As research has repeatedly shown that a language is learned most effectively when it is tied to meaningful content and adoptable usage for students’ lives, our English education should not just reside in the language teaching in an English language classroom, but should be integrated in the rest of the curriculum. Therefore, it is necessary to provide more meaningful activities and natural input as much as possible during a schooling period, otherwise it is difficult to produce desirable results.
For example, Singaporeans need to use an official language so they use English not only in schools, but also in every place and Finnish have a lot of chances to listen and speak English in their lives through the media. That is, Singaporeans and Finnish can succeed in English immersion program because they are continuously exposed to the English using and speaking environment, so they can more easily acquire English ability than some other countries.
The most important thing for Korean students is to devise an appropriate English immersion programs and to apply it to specific Korean conditions.
As pointed out here, some concerns, such as children’s development of first language, native teachers’ teaching ability, Korean teachers’ English speaking ability, financial problems especially excessively imposed on parents and newly modified textbook, etc., about the implementation of English immersion programs are expected to be reduced or partially solved in the future.
Reference
Genesee, F.(1987), Learning through two languages : Studies of immersion and bilingual education, Cambridge, MA : Newbury House
Im, Hye-ryun (2007), A study on immersion Program Theory and its application to Korean Elementary school.
Minjung Joyce Kim(2005), Effectiveness of Bilingual Education Implications to English Education in Korea,
Masako Matsubara(1999), English Education in Japan
David deveau&Young-joo Bang(2004), Developing an Immersion Program in the Korean EFL Context, the modern English Education Soceity, 5(1), 206~235
Lee, Hae Kyoung(2007), Suggestion for the Implementation of Immersion Program, Modern Studies in English Language & Literature 51.4, 322~344
Robert J. Fouser(2000), A case Study o fan English Immersion Program in a South Korea Elementary School, 13th English Education in East Asia Research Group Seminar(Seinan Gakuin University, July 22, 2000)
http://www.bi-lingual.com%20%20(homapage/ of Katoh Gakuen)
An Orview of the CIFLE Program
Now, the second intensive course is progressing at CIFLE. 28 teachers in Chungnam elementary school attend the course. The course is continuing from July 20 to August 19, there is only one weeks left.
CIFLE staff provides good quality of program, facilities, and food. Lots of attendants are satisfied with life at CIFLE and the good environment. Also there are some complaints that the organization of the program is not elaborate enough. Why do they say that?
The program is divided into two parts; one part covers English teaching method, the other part is to improve the teacher’s English proficiency. In the teaching method part, there are 10 subjects such as Teacher talk, TEFL practicum, Language activities, Story teller, Performance assessment, lesson analysis, Textbook Analysis, Micro teaching, and CBL. About the teacher’s English proficiency part, there are :
First, the subject’s boundary is not clear. Some subjects are overlapping and duplicated. Sometimes the trainee knows the theory of that subject in Korean, but only changed to English. The problem is that the teacher’s proficiency doesn’t support enough to explain their opinion or theoretical background. At this point, the trainees don’t get both teaching method and English proficiency. And they have similar kinds of presentations, it is not effective and useful for trainees.
Second, instructors let the trainees prepare their presentation from time to time. This is necessary for trainees, because they don’t have enough time to do homework or to study lessons. But in order to present for microteaching, they spend a lot of time during the lesson (Language activities, Teacher talk, Microteaching) to prepare their presentation. Certainly, preparation and self study connect to learning, but the time in this course is limited. So it needs more detailed construction in the CIFLE program.
Third, let’s look at the communicative competence part. The most important thing is the successful experience. But one trainee said “I am very depressed because I have confirmed my low level of English proficiency in the class.” Many trainees agree with that. Another trainee said “The most difficult problem is that the contents don’t reflect the differences of the trainee’s English level.”
Of course, the main goal of the CIFLE intensive course is achieved successfully. But some problems are an obstacle. The problems must be solved in order to make teacher’s training successful.
Now, the CIFLE boats are sailing in the English sea smoothly. If the program is fixes up the weaknesses, the people in boat would be comfortable and satisfied.
CIFLE staff provides good quality of program, facilities, and food. Lots of attendants are satisfied with life at CIFLE and the good environment. Also there are some complaints that the organization of the program is not elaborate enough. Why do they say that?
The program is divided into two parts; one part covers English teaching method, the other part is to improve the teacher’s English proficiency. In the teaching method part, there are 10 subjects such as Teacher talk, TEFL practicum, Language activities, Story teller, Performance assessment, lesson analysis, Textbook Analysis, Micro teaching, and CBL. About the teacher’s English proficiency part, there are :
First, the subject’s boundary is not clear. Some subjects are overlapping and duplicated. Sometimes the trainee knows the theory of that subject in Korean, but only changed to English. The problem is that the teacher’s proficiency doesn’t support enough to explain their opinion or theoretical background. At this point, the trainees don’t get both teaching method and English proficiency. And they have similar kinds of presentations, it is not effective and useful for trainees.
Second, instructors let the trainees prepare their presentation from time to time. This is necessary for trainees, because they don’t have enough time to do homework or to study lessons. But in order to present for microteaching, they spend a lot of time during the lesson (Language activities, Teacher talk, Microteaching) to prepare their presentation. Certainly, preparation and self study connect to learning, but the time in this course is limited. So it needs more detailed construction in the CIFLE program.Third, let’s look at the communicative competence part. The most important thing is the successful experience. But one trainee said “I am very depressed because I have confirmed my low level of English proficiency in the class.” Many trainees agree with that. Another trainee said “The most difficult problem is that the contents don’t reflect the differences of the trainee’s English level.”
Of course, the main goal of the CIFLE intensive course is achieved successfully. But some problems are an obstacle. The problems must be solved in order to make teacher’s training successful.
Now, the CIFLE boats are sailing in the English sea smoothly. If the program is fixes up the weaknesses, the people in boat would be comfortable and satisfied.
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