영어학교 소식 Discussion on Learning English In korean International School, we use two methods of teaching English to non-native learners. The first is known as EFL(English as a Foreign Language). This method is used in Korean Section and covers all the ingredients of English. The Second is known as ESL(English as a Second Language). This method is used in English Section and covers the gaps in English skills that a non-native English learner might have. So, what are the ingredients of English that are being taught? Generally, there are four broad categories of English skills: Pronunciation, Grammar, Comprehension, Vocabulary. Pronunciation can be defined as the sounds of letters and words. Grammar is the structure and usage of words and sentences. Comprehension is the meaning of words and sentences as well as their context, while Vocabulary is the quantity of understood words. These areas are taught at all levels in Korean Section, depending on the skills of the student. At some point, we as teachers and parents must judge the English fluency(overall successful use) of the student. How do we do this? We generally look at three areas in the use of English. First and foremost is the speaking of English. Most parents will be able to judge the conversation ability of their child. This is the most widely used measurement of success by parents as it is the easiest to observe on a daily bassis. Teachers also judge speaking ability but in a more academic sense. The second area is reading. Reading skill in a child is less often observed by the parents than speaking, but is still a strong tool used to evaluate the success(fluency) of child. Finally, writing is the third area and the least viewed by parents. Teachers have a distinct advantage in reviewing a child writing as most student writing is done at school academically. Parents might occasionally view student writing brought home or even letters that their child might write, but not too often. One of the main arguments occupying teachers and parents, especially in Hong Kong, is should students be taught in Native Language or Second language? In favor of Native teaching, academic subjects are easier to learn, other languages are taught as subjects with less importance attached and the students culture is reinforced as part of the use of Native Language. However, with todays emphasis on English as being the International of business and communications, many people favor the use of English as teaching language(Sometimes called immersion learning/teaching). While this may seem logical, it can create many problems for the non-native students education. For instance, if we look at the original four English skills categories (pronunciation, grammar, comprehension, and vocabulary), there are mixed results. Pronunciation will generally improve, but mainly in conversational use, with little academic support by teachers. Grammar will be somewhat better, but lower level students will have gaps in their grammar skills. Comprehension will generally be the same or may be less, as there is again little academic support on a day to day basis. Vocabulary will definitely suffer. If we look at a more concrete example, the problems are more evident. If a student is immersed in an English language environment(such as transferring from KIS to an ESF school), the core subjects could suffer greatly. If the student is lacking in the basic English words for Mathematics, such as addition, subtraction, multiply, etc., then he/she will have trouble doing their math work. In Science, not understanding the words combine, reaction, occurs or result can cause a student to be a lost when trying to understand the explanations of experiments. In Geography, not having continents, cultures or peoples in his/her vocabulary would be a severely limiting factor when discussing new countries. The same can be said for History if the student lacks comprehension of words like warfare, conflict, settlement or government. So, how do we help our students/children to improve their English skills while keeping their other academic subjects from suffering? By moving them at the right time and how do we know the right time? We will know by careful consideration of the needs of the student combined with a determination of the students real English fluency level. We can do this through proper evaluation his/her teachers, by proper consultation between parents and teachers and by a good system of evaluation/examination/consultation at the new school before entrance to ascertain that the student has all the skills to benefit from the new English teaching environment. After the decision is made, all those concerned need to continue to observe the student, evaluating his/her progress and providing assistance as needed, to make sure that the student continues to progress at a good rate. Remember, it does no good to try to improve English skills at the risk of all other academic subjects. After all, English language fluency is just one of the factors that will make up the whole successful student. It should not be the sole goal, but one of the many academic means to reach the ultimate goal of a well-balanced, good student. Keeping this in mind will help insure that the needs of the student are always first and foremost, giving the student a great chance to succeed. - MR. Bailey