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The paper discusses the difficulties faced by a Korean student entering the United States' school system and recommends that teachers use principles from the audio-lingual, natural and content and task-based teaching approaches so that cultural diversity will inform the common goal of English language learning. The paper points out that balancing discipline and cultural sensitivity s one of the most important responsibilities of the teacher, and it is a subject that deserves further attention in the United States.
From the Paper:"Choosing a methodology is a combination of assessing one's own values and understanding the evidence behind each methodology. In Techniques and Principles in Language Teaching (2000), Larsen-Freeman introduces eight distinct methods of teaching language, some of which can be used in combination for our scenario. The Grammar-Translation, Direct, and Community Language Learning Methods cannot overcome the challenges of diversity in the classroom, as there is no 'home' language for all parties. The Silent Way might not might not be active enough to break down the barriers betweeen the Spanish-speaking and the Korean students, while Desuggestopedia leaves the challenges too much in the student's responsibility, and could result in allowing prejudice to go by unnoticed. I recommend using principles from the Audio-lingual, Natural, and Content- and Task-based approaches, so that cultural diversity will inform the common goal of English language learning as oppposed to stifle it.
"The new Korean student has entered the United States with a good record of mathematics scores, but is isolated by his language and culture. Although many towns have Korean populations within the U.S., this student will face the challenges of the immigrant in a community not likely to trouble to learn Korean on his behalf. The best English-language teaching methodology is the one that will put him on a similar level to the other students while respecting the challenges that fourth grade in a new culture will pose to the child."
Sample of Sources Used:
- Ariza, Eileen N. 2006 Not for ESOL Teachers: What every Classroom Teacher Needs to Know about the Linguistically, Culturally and Ethnically Diverse Student. Boston, Ma: Pearson
- Gardner, Howard. 1983 Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books
- Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching 2nd ed. New York: Oxford University Press.
Cite this Term Paper:
Teaching a Korean Student in the U.S. (2013, January 20) Retrieved April 21, 2021, from https://www.academon.com/term-paper/teaching-a-korean-student-in-the-u-s-152272/
"Teaching a Korean Student in the U.S." 20 January 2013. Web. 21 April. 2021. <https://www.academon.com/term-paper/teaching-a-korean-student-in-the-u-s-152272/>