by ICC Youn Migyeong on Fri Oct 30, 2009 2:46 pm
Source culture material is the best suit my learners. It is possible that because the students are already familiar with such topics, the textbooks do not motivate them. It may be, however , that students are not well informed about aspects of their own culture and hence, the textbooks could provide them the opportunity to learn more about these topics. Of course, in situations where the teachers are from the source culture, they likely have the background knowledge to provide students with additional information, or at least have access to such infromation. I often face with questions from my young students such as "Why do we have to learn foreign language -English- ? I don't want to learn English. I love Korean and we just should learn Korean because we are so patriotic." This point is my potential problem in the classroom. I have my own answer in my mind but there is a huge difference between what I understand and making them understood. It is not enough to answer "Because English is an international language, you can have a broad view toward the world and you are able to get a better job in the future if you have a great proficiency of language." I try to understand the students' interest and create tasks that motivate and encourage participation. I want my students to be able to study with enthusiasm. However, their ability to convey the ideas about their own culture is doomed to be limited. If they learn how to explain their own culture, they will be highly motivated because they get the sence that they don't just absorb other culture but also they learn how to show their identity.
Last edited by
ICC Youn Migyeong on Sat Oct 31, 2009 2:09 pm, edited 1 time in total.