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Read Eli Hinkel, “Building Awareness and Practical Skills to Facilitate Cross-Cultural Communication".

Procedure: (a) In pairs, select an activity from page 457 or devise one of your own. (b) e-mail me your choice of activity by April 17th. I will post the results on this page. (c) Prepare a 15-minute presentation/demonstration to be presented in class. Your presentation can take various forms: a narration/ description of what you have witnessed, an authentic or staged video that you find representative, etc. (d) On a single sheet of paper, write your names, a descriptive title of your presentation, the major points you wanted to illustrate, and the contribution from each member of the team. (e) Hand in sheet to instructor before your presentation.

Activity 1
Josh & Scarlett. Focus on phrases that are misused by Korean ESL students.
Stephen & Tim. Focus on levels of politeness in English and Korean language

Activity 2
Jema. Focus: student struggles with assignment after assignment, and what these particular struggles say about the culture here in Korea.
Suzanne. Focus: the conventions of different writing genres.

Activity 3
Kelly & Liz. Focus: observing verbal and nonverbal behavior waiting for the bus, both public bus service stops and our kids here at KIS getting on the bus.
Emily & Brianna. Focus: "Koreans' non-verbal behavior while having to wait"
Chris & Melanie. Focus: student Language and Interaction in Cafeteria Lines
Manon & Jeff. Focus: "Observing behavior on the subway"

Activity 4
Suim & Jason S. "Do you know your students? (focus on teenagers)
Laura & Andrew . An authentic video depicting how students describe/view their ethnicity: the "Korean" response.
Roger & Erik . An authentic video depicting how students describe/view their ethnicity: the "American" response.
Shannon& Jason B. F''non-native' Koreans adjustment to school life and the class systems in Korea compared to their former social/academic culture/life'

Others
Sean & Mary Lu. Focus: "Thank You: the cultural difference of polite gestures, Russia and China."
Alex & Hugh: Focus: "Korea vs America; the spirit of giving, self-sacrifice and leadership"
Courtney: Focus " The reasonings/cultural significance behind the non-verbal behaviors of language of aprox. 3 countries. The title is, Cultural Body Language."

Read Donna Jo Napoli, Language Matters: A Guide to Everyday Questions about Language. As you read the chapters you will encounter concepts, topics, arguments, hypotheses, issues, descriptions you find of interest and wish to explore. The task described below is to be undertaken individually, not in pairs.

Procedure: After you have read the book, (a) select a chapter and within that chapter a topic/ concept/ issue, etc. of interest. A maximum of three students can work from the same chapter provided the research topics are different. (b) e-mail me your chapter and topic choice by April 18th. I will post the results on this page. (c) Research your topic/ issue. (d) Prepare an annotated bibliography of the five most significant, challenging sources you encountered. Sources can be from print or e- publications. (e) Each anotated entry should be of about 100 words. (f) e-mail me your annotated bibliography by April 26th. (g) Think of the way you want to present your findings the day your chapter is scheduled for discussion.

Annotated Bibliography received: Suim - Roger - Jason S. - Melanie - Jema - Laura - Kelly - Jeff - Shannon - Jason B. - Alex - Stephen - Sean - Josh - Chris - Manon - Erik - Scarlett - Courtney - Andrew - Liz - Suzanne - Emily - Tim - Brianna - Hugh - Mary Lu

Chapter 1: How do we learn language?
Suim. "Child Bilingualism and Home language use"
Jeff. "The developmental process of listening, speaking, reading and writing"
Mary Lu. _______ ?

Chapter 2: From one language to the next: Why is it hard to learn a second language? Why is translation so difficult?
Scarlett. Subtopic _______ ?
Jason B. "The age factor in second language acquisition"
Manon. "Teaching grammar to second language learners: Is it necessary?"

Chapter 4: Are sign languages real languages?
Laura. "Sign language school vs. Oral/lip reading schools"
Andrew. "Rights of the Deaf"
Shannon. "Integrating deaf students into the mainstream classrooms: Is it a good idea?"

Chapter 5: Do animals have language?
Kelly. "dogs"
Liz. "The development of primate language"
Emily. "The language of whales"

Chapter 8: Why do dialects and creoles differ from standard language?
Stephen. "Pidgination in second language acquisition"
Brianna. ________ ?

Chapter 9: Do men and women speak differently? And who cares?
Jema. Subtopic _____?
Sean. "Cultural Influences on Speech of Men and Women"
Melanie. "Gender Roles and Speech"
Courtney: "On the differences in Men and Women's brains and how language is affected by this"

Chapter 10: English spelling is hard, and it makes learning to read hard. Should we do anything about it?
Chris. "Phonics vs Whole Language Learning"

Chapter 11: Should the US adopt English as our official language and overhaul our educational system accordingly?
Josh. "Pros and cons of bilingual education in the United States"
Suzanne. "Pros and cons for education if the US adopted English as its official language"

Chapter 12: Does exposure and use of offensive language harm children?
Roger. "Language censorship in school"
Jason S. Focus _____ ?
Hugh. "The dangers of political correctness in schools: why sensitivity results in ignorance."

Read Larsen-Freeman, Techniques and Principles in Language Teaching. In pairs or individually, select a methods/ approach/ strategy to be presented in class.

Procedure: (a) select a method/ approach/ or strategy you find interesting and/or suitable to your teaching needs. (b) e-mail me your choice by April 19th. We are aiming for a range of methods/ techniques/ stategies. (b) Prepare a lesson. A typical presentation will include: (i) a 2 min. explanation of the methodological context; (ii) 15 min. teaching of lesson; (iii) a 1 min. self-critique followed by comments/ questions from the participants and/or observers. You may select target students ahead of time or use the class as a whole as your participants. If you are fluent in a language other than English, you may present the lesson in that language.

Chapter 9: Communicative Language Teaching
Suim& Jason S. "Role play"
Hugh & Alex. "Strip stories"
Shannon & Jason B. "Predict it"
Brianna & Emily: "Picture strip stories"
Sean: "Scrambled Sentences"