Forum – December 16, 2016

Monica Schnee

The inquiry project seeks to understand English language education in Korea and its impact on effective communication to build globally competent citizens. Students become proficient in listening & reading but struggle greatly to communicate ideas in speaking & writing as they attempt to use language that goes beyond rote memorization and recall.

Personal working experience with Korean immigrant students in US public schools has consistently shown that communicating critical or “creative” thinking in English presents a challenge that goes beyond language learning.
The project explores English instruction at public and private schools and schools of education, through action research, collaborations and observations.
Extensive interviews with Korean teachers of English, native teachers of English and professors, shed light on practices that support the goals of the National Curriculum to teach vocabulary and grammar to the detriment of teaching language as a tool for communication. As a result, the use of English to convey ideas and engage in meaningful discourse eludes many who need the international language to compete inside and outside of the Korean peninsula.

Teresa Monica Schnee – Fulbright Distinguished Awards in Teaching
Monica previously worked as a TV journalist and later began her career in education as a senior editor in educational publishing. She now works with English learners in a public school in New Jersey. She is ESL Coordinator and teacher as well as literacy and language coach for classroom teachers. In addition, she is a professional development trainer & consultant for the New Jersey Department of Ed. Bilingual Office and professor of assessment for second language learners at a private university. Her blog chronicling her time in Korea is a tool for teachers & families so they may gain a better understanding of this country’s culture and education system.