SeoulTech Language Education Colloquium(LEC)

    The SeoulTech LEC series is an opportunity for SeoulTech language teaching professionals to gather at a presentation/workshop to discuss current research and language education topics. It's a great chance to focus our attention on one topic in an interactive setting. It takes different formats depending on the purpose from presentation, workshop, panel discussions to any combination of those. The SeoulTech LEC will be held monthly between March and May, and between September and November. Additional presentations can be scheduled on a special ocasion.  Anyone is welcome and admission is free!  There will be light snacks provided.  

    LEC Coordinators
               . Current Coordinator: Jo-Anna Lynch (September 2014-Present)
               . Past Coordinator: Paul Bournhonesque (March 2012-August 2014)

    • 23rd LEC
      2017 March 14
      5PM, Rm 201

      Extensive Reading: Theory, Resources, and Activities


      Extensive Reading (ER) means reading lots of easy interesting books. Therefore, books should be at or below the reading abilities of your students. ER, for most students in Korea, means reading graded readers. However, many people ask me this question. “How can you be sure that your students are really reading the books?” One answer is a wide variety of ER activities that have students demonstrate comprehension of their texts. These activities exist in a variety of teacher resource books, which I will bring and let you play with. However, the activities in these books are not in the proper order of presentation for students in a class/semester. They are all mixed up.

      In this interactive workshop, I will introduce a hierarchy of thinking skills which will help you organize any ER activity to use with the appropriate level of student at the appropriate time in the course/semester (beginning, middle, end). Then we will do a variety of activities in order to give you a feeling for the difference in thinking skills required at each level. I will also bring several examples of each activity, so you can be inspired to try these activities in your own classes. Finally, I will introduce several online and print resources where you can find further information on this topic and join an international community of practice.


      Dr. Mike Misner is currently an assistant professor in the English Education Department at Korea University. He has been teaching and teacher training in Korea, the US, and France for 21 years. His research interests include extensive reading, teacher training, curriculum development, and mixed methods research. 


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    • 22nd LEC
      2016 November 22
      5:30PM, Rm 201

      Improving L2 Discussion In The Korean Adult Learning Context


      This colloquium is about classroom discussion in the Korean adult learning context and how it can be promoted and improved in the classroom. The presentation begins by outlining the Korean context and some of the issues involved in teaching Korean adult learners how to discuss in English. Secondly, the characteristics of quality L2 discussion will be outlined. Finally, I will introduce an intervention that has been designed to help Korean adult learners improve their L2 discussion and that has been integrated into courses at Konkuk University. The first part of the intervention involves raising student awareness of what it means to participate in discussion and create and agree upon a set of guidelines to promote quality talk. The second part integrates oral communicative strategy training into an English course, which aims at building on and improving individual characteristics of quality group talk. A link to the materials for the intervention will be provided. (See extended summary below)


      George Skuse is a graduate of the University of Birmingham with an MA in TESOL and is a doctoral candidate in Applied Linguistics at the University of Warwick. He has been working at Konkuk University in Seoul as both an English language lecturer and a teacher trainer for ten years. His research interests are classroom interaction and intercultural communication. He can be contacted by email at : geskuse@hotmail.com


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    • 21st LEC
      2016 November 8
      5PM, Rm 201

      Applying Critical Discourse Analysis in the ESOL Classroom


      Critical Discourse Analysis (CDA) is essentially concerned with exposing social and political ideologies, power abuse and inequality embedded in discourse. In terms of language teaching, it can be used to help learners see beyond the face value of spoken or written discourse and uncover hidden agendas. Beyond empowering learners with a means of neutralizing texts, CDA offers many language learning benefits ranging from developing critical reading skills to generating in-depth discussions. This interactive session will provide a short overview of how CDA approaches can be applied in the ESOL classroom to help learners think more critically about media discourse. There will be examples, activities and discussions alongside practical CDA lesson suggestions. 


      Tim Foster is a graduate of the University of Auckland MTESOL program. He currently teaches at Seoul National University of Science and Technology. Prior to this, he worked for the University of Auckland English Language Academy for seven years. He has an undergraduate degree in sociology.


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    • 20th LEC
      2016 October 25
      5PM, Rm 201

      Understanding TOEIC Speaking Test and Scoring Guide


      Hae-Jin Kim is the Director of the TOEIC program in the Global Education and Workforce Division at ETS.  Her primary responsibility lies in business development for the TOEIC program worldwide learner’s EFL class with Roxy Lee of Annyung elementary school.


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    • 19th LEC
      2016 June 7
      1PM, Rm 110

      EFL Role Plays for Fun and a Broader Perspective

      Role plays can be an effective and engaging way to encourage students to talk with each other in English. Depending on the particulars of the 'roles' students take on, role plays can also provide students an opportunity to step into the shoes of someone in a very different situation from themselves. Going beyond the standard doctor/patient and hotelier/guest dialogs, a good role play can encourage students to imagine themselves as someone of a different cultural background, age, and gender, and help them broaden their perspectives while enjoyably practicing English. This presentation details the course contents of a beginner/lower-intermediate level undergraduate class of ‘English role play’ at a Korean university. In this class, a broad variety of role plays were employed, ranging from basic conversational situations to more socially and culturally complex scenarios. Included in the presentation are the insights gained by the presenter into the design of engaging role play activities that can be effectively employed with students of various levels in classes large and small, as well as advice on grouping students for role plays, ways to encourage students’ creative spoken English use, and observations made of students portraying the roles of people of very different backgrounds from themselves.


      Stewart Gray is an English teacher currently employed at Baekseok Culture University in Cheonan. He has been teaching English in Korea for six years with students of all ages. He completed his MA TESOL at Dankook University, Jukjeon. His academic interests include language and identity, reflective practice, critical thinking, and critical pedagogies. He is currently engaged in a collaborative action research project on the inclusion of critical thinking in a young learner’s EFL class with Roxy Lee of Annyung elementary school.


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    • 18th LEC
      2016 May. 10
      1PM, Rm 110

      Integrating World Englishes into a Practical English Conversation Course

      The recognition and acceptance of World Englishes has been gaining worldwide attention in past decades. Although not yet universally accepted in South Korea, momentum is also growing through raised awareness and the challenging of past commonly accepted “norms” such as the native speaker myth and notions of “Standard English”. This presentation focuses on a University-level semester-long English conversational class at a University located in a suburban area of Seoul, South Korea. Recognizing the value of incorporating a content-based approach alongside language instruction, the session describes a conversational English class infused with a World Englishes focus. In addition to including target structures and language designed to facilitate conversational practice between learners, each day there was an element of World Englishes incorporated into the class in various ways, including debate topics, partner discussions, voice blogs, and video projects.

      The presentation will describe specifically how the World Englishes theme was integrated into the course, both in daily lessons and in the semester curriculum. Resources and specific activities utilized in the course, as well as results from student feedback and teacher and student perspectives will be discussed. Data was collected from the course via student blogs (both voiced and written), student reflections, teacher observations and reflections, student surveys and course assignments. Presentation attendees will gain a greater understanding of how to integrate the concepts of World Englishes into a University-level English speaking class and my own experiences with the effects of doing so.


      Shannon Tanghe, Ph.D., is an assistant professor and department chair at Dankook University’s Graduate School of TESOL.  Shannon has been teaching in Korea for the past 16 years. Shannon’s research interests include teacher collaboration, teacher development and education and World Englishes. Shannon’s recent research has been published in TESOL Quarterly, System, English Today, and Asia Pacific Education Review. Shannon was nominated as this year’s TESOL Teacher of the Year.


      Shannon Tanghe at SeoulTech 18th LEC (Language Education Colloquium)


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    • 17th LEC
      2015 Oct. 22
      5PM, Rm 201

      Resourcing Authentic Language in Television Series

      The presentation will present the payoffs and pitfalls of using foreign language television series as a language learning tool. Additionally, the presenter will share his experience of learning Korean in this way and reflect on the experience through an open Q & A throughout the presentation. We'll look at reasons why some learners have benefited from this approach and offer suggestions for arranging this learning opportunity, including strategies and management techniques.


      Anthony Hanf is currently an invited assistant professor at Korea University. He graduated with four majors: TESOL K-12, Social Studies 5-12, History, and TEFL. He completed his master’s degree with Anaheim University where his capstone diary study of himself learning Korean was published in Language Learning Beyond the Classroom edited by David Nunan and Jack Richards. He has taught at an International School, Sungshin Women’s University, and Konkuk University. His research interests include diary studies and language learning through television series. He is currently carrying out research on how foreign language television series affects pronunciation in the L2.


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    • 16th LEC
      2015 Sep. 24
      5PM, Rm 201

      Exploring Technology and Motivation in Second Language Learning

      From the early days of CALL, there has been discussion of how technologies can play a role in motivating learners in learning a language, and as technologies have become more sophisticated, the growing range of uses of technology in and out of the classroom increases the potential for enhanced motivation. This presentation looks at how technology can be used in the language classroom, and how these uses can link to motivation. It begins with looking at general issues associated with technology and motivation, including a brief discussion of the affordances of technology and how this relates to motivation, and the issue of motivation for using technology from perspective of both teachers and learners. This is followed by a discussion of some newer communication technologies such as social networking tools and virtual worlds, and how they can impact motivation. The presentation concludes by considering local and global issues associated with using technology for language learning, and how motivation may be affected by the technologies that are available in both more and less technologically advanced regions.


      Glenn Stockwell (Ph.D., University of Queensland) is Professor at Waseda University, Tokyo, Japan. His research interests include mobile learning, motivation and technology, and the role of technology in the language learning process. He is co-author of CALL Dimensions: Issues and Options in Computer Assisted Language Learning (Lawrence Erlbaum Associates, 2006) with Mike Levy, editor of Computer-Assisted Language Learning: Diversity in Research and Practice (Cambridge University Press, 2012), and has published numerous book chapters and articles in several international journals in the field of CALL. He is Editor-in-Chief of The JALT CALL Journal, Associate Editor of Computer Assisted Language Learning and Language Learning & Technology, and is on the editorial boards of ReCALL, System and the CALICO Journal. He has been invited to speak at several international conferences around the world on the topic of technology and second language teaching and learning.

      Glenn Stockwell at SeoulTech 16th LEC (Language Education Colloquium)

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    • 15th LEC
      2015 June 4
      5PM, Rm 201

      NNESTs & NNESTs Meets Together: Creating Collaborative Working Environment

      From the early days of CALL, there has been discussion of how technologies can play a role in motivating learners in learning a language, and as technologies have become more sophisticated, the growing range of uses of technology in and out of the classroom increases the potential for enhanced motivation. This presentation looks at how technology can be used in the language classroom, and how these uses can link to motivation. It begins with looking at general issues associated with technology and motivation, including a brief discussion of the affordances of technology and how this relates to motivation, and the issue of motivation for using technology from perspective of both teachers and learners. This is followed by a discussion of some newer communication technologies such as social networking tools and virtual worlds, and how they can impact motivation. The presentation concludes by considering local and global issues associated with using technology for language learning, and how motivation may be affected by the technologies that are available in both more and less technologically advanced regions.


      Soonhyang Kim, Ph.D., is Assistant Professor of TESOL and Bilingual Education at Pace University, Pleasantville/New York City, New York, USA (until Summer 2015) and Assistant Professor of TESOL at the University of North Florida, Jacksonville, Florida (from Fall 2015). Her recent research interests are second and bilingual language/literacy development, academic oral classroom discourse, pre-/in-service teacher preparation, non-native, English-speaking teacher issue; and online teacher education. She was also chair of the International TESOL Higher Education Interest Section in 2006. She is the current chair of the Non-Native, English-Speaking Teacher Interest Section (NNEST IS) at International TESOL. Her research-based articles in peer-reviewed journals appear in The Modern Language Journal, Journal of Praxis in Multicultural Education, Reflective Practice International Journal of TESOL and Learning, International Journal of Education and Culture, English for Specific Purposes, Journal of Excellence in College Teaching, Asian EFL Journal, Acción Pedagógica, etc. (Click this link to read more about her and her work related to supporting non-native speakers: https://nnestofthemonth.wordpress.com/2014/11/29/soonhyang-kim/)

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    • 14th LEC
      2015 April 23
      5PM, Rm 201

      English Language Assessments in Korean Secondary Schools

      This presentation will provide an overview of English language assessments in Korean high schools. It will cover school assessments created by individual schools and large-scale assessments, such as the College Scholastic Ability Test (CSAT). The presentation will include discussion of test item types, assessment creation process, assessment constraints, and the importance of these assessments for university admission.


      Matthew Benson is a graduate of the University of Central Missouri MA TESL program. He previously worked for six years in Korean public middle and high schools and now is an instructor at Seoul National University of Science and Technology.


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    • 13th LEC
      2015 March 31
      1PM, Rm 201

      Summarization in L2 reading

      This presentation will be about a study, which is a part of a larger scale series of studies, which attempted to investigate summarization in L2 reading by comparing written summaries of more-skilled, as compared to, less-skilled, L2 readers, on the one hand, and their summary writings from more-difficult, as compared to, less-difficult, source texts, on the other hand. He will talk about some of the issues which are important to summarization studies, e.g., how to identify idea units, and what measures would be most appropriate for assessing L2 summarization. A brief introduction of the reading-focused English courses (recently collapsed into a “Practical English Reading and Writing”), required of Seoul Tech students, will be provided at the beginning of the presentation.


      Lee Young-geun has a ph.d. in Korean language specializing in task-based language teaching (TBLT) from the University of Hawaii at Manoa. He taught Korean as a second/foreign language at universities both in Korea and the U.S. for 20 years, and has been teaching English as a foreign language for 10 years. He joined the Seoul National University of Science and Technology in 2009. His research interests include reading comprehension, comprehension strategies, and strategy instruction. He's currently working on the summarization in L2 reading project.

    • 12th LEC
      2014 Nov. 27
      5PM, Rm 201

      A Strategy for Reading Academic Texts

      Having students read in this day and age translates to forcing them to read because students are besieged with a multitude of digital platforms that distract them from academic reading. Thus, this presentation is on ways to get ESL learners reading and understanding as well as being conversant on core ideas of academic texts across the disciplines with the end goal of making these students independent learners.


      Assumpta Calano has been a visiting assistant professor at Sungkonghoe University in Seoul, Korea since 2009. She finished her masters degree in English at Saint Louis University and is currently finishing a doctorate degree in Language Education. As an educator, she is a constructivist and is very much into materials preparation. She is currently teaching subjects in Intercultural Communication, Reading Into Speaking, and Business English among others. She fosters critical thinking and creates motivated and independent learners among her students.

    • 11th LEC
      2014 Oct 23
      5PM, Rm 201

      Raising Cultural Awareness in the Language Classroom

      This workshop is designed for language teachers to reflect on the relationship between culture and language learning. The workshop takes as its base, Michael Paige’s culture learning model, and identifies and explores its dimensions. 


      George Skuse is a graduate of the University of Birmingham with an MA in TESOL and is a doctoral candidate in Applied Linguistics at the University of Warwick. He has been working at Konkuk University in Seoul as both an English language lecturer and a teacher trainer for eight years. His research interests are classroom interaction and intercultural communication.


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    • 10th LEC
      2014 Sep 25
      1PM, Rm 201

      An Exploration of Figurative Language and Colloquialisms through Pop Music

      This short lecture will focus on the use of popular music in the classroom, as well as a discussion of the benefits and drawbacks to the use of music in the classroom.

      Nicole I. Decoteau has a Master of TESOL degree from Saint Michael’s College in Vermont, as well as a K-12 ESL Vermont teaching license. She has been teaching for six years in both US public schools and Korean academies. She is currently utilizing her degree at a middle school teaching language through content in Bundang, South Korea where she specializes in literature and modern language teaching. In addition to teaching, she is currently researching the implications of language change, the use of colloquialisms in English teaching, and the various registers of English in order to apply to doctoral programs in the near future.


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    • 9th LEC
      2014 May 22

      Virtual Classrooms and the 24/7 Instructor
      This presentation will focus on the benefits of virtual classrooms, as well as how the scheduling of blended courses and virtual courses are shifting the educational paradigm from a traditional 9-5 schedule to a 24/7 approach.


      Aaron Martinson has been teaching ESL/EFL in South Korea for over 6 years. His research focuses on social media in education, effective uses of multimedia in face-to-face and distance courses, as well as the dynamics of virtual classrooms. He will be published in the Asian EFL Journal in 2014 with a paper entitled “Online ESL Education for the Visually Impaired”. He will also be presenting the keynote address at the Higher Education Forum in Osaka Japan on October, 15th for blended and online courses. Other than distance education, Aaron is interested in language learning evaluation techniques as well as the shifting paradigm created by blended courses and online instruction. Aaron Martinson (M.S.Ed. Capella University) is currently working at Sejong Cyber University as a course designer and manager.


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    • 8th LEC
      2014 Apr 8

      Comprehension: Construncting a Coherent Representation


      Danielle S. McNamara is a Professor in the Psychology Department and Senior Scientist in the Learning Sciences Institute at Arizona State University. Her academic background includes a Linguistics B.A. (1982), a Clinical Psychology M.S. (1989), and a Cognitive Psychology Ph.D.(1992). She develops educational technologies and conducts research to better understand cognitive processes involved in comprehension, knowledge and skill acquisition, comprehension strategies, and writing. Her research also involves the development and assessment of natural language processing (e.g., Coh-Metrix), game-based, intelligent tutoring systems (e.g., iSTART, Writing Pal; see soletlab.com), and the use of interactive dialog in automated tutoring systems. One focus of her work is on developing methods to improve comprehension and writing success for high school students. Her publications can be found at soletlab.com. Her presentation will focus on comprehension, and in particular, factors that enhance comprehension such as text cohesion, comprehension strategies, and prior knowledge.

        Danielle S. McNamar 강연안내 이미지

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    • 7th LEC
      2014 Mar 27

      Sou’ Eas’: the pronunciation challenges of South East Asian learners of English
      This colloquium will take the form of a practical workshop, which will refer to pronunciation challenges typically affecting Indonesian, Vietnamese and Malaysian learners of English, with a view to identifying some of these issues as being common also to Korean English speakers. It will offer an opportunity to share ideas on approaches and activities which might be effective in addressing such pronunciation difficulties amongst our students, as well as trying out some of the activities which have been found to be beneficial in helping previous students to gain practice and confidence in such areas and, ultimately, to overcome some of these challenges.


      Jimmy Pickford has spent the majority of his 12 years of EFL teaching within South East Asian countries – primarily Indonesia, Vietnam and Malaysia. This has offered interesting insight into not only some of the pronunciation challenges affecting learners of English from those countries when viewed as separate speech communities but also as seen collectively, as a larger linguistic community for which common difficulties exist where the pronunciation of English phonemes is concerned. While completing his MA in English Linguistics, Jimmy undertook several studies – incorporating elements of both phonetics and phonology and sociolinguistics – which enabled him to gain deeper understanding of such issues.


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    • 6th LEC
      2013 Apr 18

      The critical role of intercultural rhetoric in the professional preparation of language teachers and researcher
      Intercultural rhetoric is an important area of inquiry in the field of applied linguistics. It is particularly relevant in an era characterized by superdiversity. This presentation will outline the history and evolution of intercultural rhetoric, with an emphasis on how it has informed pedagogical practice and research. It is argued that IR is an essential curriculum component for teachers and researchers in training. IR has the potential to significantly contribute to their professional development in a world in which superdiversity and globalization are rapidly influencing educational policy and practice.


      Nichole Oberheu (MA, Colorado State University) is currently a language instructor at Seoul National University of Science and Technology. Having earned her B.A. in anthropology at the University of Victoria, in British Columbia, she completed her M.A. at Colorado State University. Her Areas of research interest include critical literacy, globalization and digital literacy, and English educational policy and development.


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    • 5th LEC
      2012 Dec 6

      Tasks for Speaking Tests
      Communication-oriented English classes often include an oral assessment, and the teachers of these classes are often responsible for designing, implementing and evaluating the oral exam. It can be a challenge to design a test that matches the goals and content of the curriculum, and which meets the basic standards of a good test, including validity, reliability, and positive washback.
      This workshop presents 12 types of test task, which can be used as a toolbox by teachers putting together a speaking test. Each type of task will be explained in terms of how and when it can be used appropriately to match what has been covered in class. The focus will be on how to use these tasks to create a good test. Examples will be used to demonstrate the process of going from curriculum to choosing tasks to designing them. After the tasks are presented, everyone will have the chance to put the tasks into practice as we discuss task design for a sample curriculum.


      David Hutchinson teaches English at Hoseo University in Asan, South Korea. He has an MA in Applied Linguistics from Victoria University of Wellington, New Zealand. His professional interests include language curriculum, materials design, language testing, vocabulary learning, and corpus linguistics. He is currently working on improving his Korean and French through extensive reading. He lives with his wife and daughter in Asan.


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    • 4th LEC
      2012 Nov 21

      Technical Writing Education in America

      Kelli Cargile Cook (Ph.D., Texas Tech University) teaches undergraduate and graduate courses in rhetoric and technical communication, including editing, professional writing technologies, rhetoric, computer-based training, and interactive media. Her research examines pedagogical theories and practice in online writing instruction, and issues in programmatic assessment. Her research has appeared in Technical Communication Quarterly and Technical Communication. With Professor Grant-Davie, she published the edited collection, Online Education: Global Questions, Local Answers.


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    • 3rd LEC
      2012 Sep 6

      A Dynamic Approach to Understanding Intercultural Communication
      A dynamic and dialectical approach to intercultural communication stresses the relational component of intercultural interactions instead of focusing on individual aspects and people, including how relationships are continually changing and "in process." This lecture will introduce six specific dialectics, as theorized by Judith Martin and Thomas Nakayama, to provide a framework for considering intercultural interactions. This theory will be discussed using the context of intercultural communication in English language classrooms in South Korea.


      Elizabeth Root (PhD, University of New Mexico) began her career as an English as a second/foreign language teacher. Besides teaching refugees, immigrants, and international students in Minnesota, she also taught conversational English classes in both China and South Korea for several years. Her experience working with international students prompted her to return to graduate school to study intercultural communication. Research during her PhD program took her back to South Korea to collect narrative data exploring the intercultural relationships between native-English-speaking teachers and Korean students in a classroom setting. Currently, as an assistant professor in Speech Communication, Elizabeth teaches courses in intercultural communication and qualitative research methods. Her research focuses on issues of university internationalization, cultural identity, and intercultural communication pedagogy.


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    • 2nd LEC
      2012 May 16

      Reflective Teaching
      Reflective Teaching has become an increasingly important focus for language teachers in recent years. A reflective approach helps teachers become aware, not only of what they do in the classroom, but why as well.


      Michael Griffin (Teacher Trainer, SIT Graduate Institute): Uses of language corpora in ESP curriculum development, Reflective teaching, English for aviation purposes, Uses of drama and theatrical techniques to facilitate language learning.


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    • 1st LEC
      2012 Mar 21

      Materials-light Teaching
      Materials-light teaching is part of the language teaching approach "Dogme English Language Teaching," first called for by Scott Thornbury. He argued against a materials-driven EFL philosophy and encouraged teachers to limit their teaching to the local resources in the room (and thus empower themselves and their learners).


      Michael Griffin (MA, The New School): MATESOL Curriculum Development Lecturer, The New School, USA / KOTESOL Co-facilitator of the Reflective Practice SIG / Associate Editor of 'The English Connection' magazine


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