Abstract
In September, 2008, I entered the Korean post-graduate classroom to begin a new job as a teacher-trainer. I had been teaching in Korea for 12 years at that time, in a wide variety of teaching assignments ranging from children’s classes in a private institute to literary theory for graduate school English majors. As such, I thought I had a fairly good grasp of what Korean students were like in the classroom. Like many before me, I thought the best way to teach would be the Socratic method my professors used when I attended university, which usually results in a teacher- fronted discussion (the floor is thrown open to students, but the professor regularly intervenes). Following precedent for the course, all students were required to give four presentations per semester on assigned topics. The students presenting on the weekly topic usually summarized the assigned reading, after which little discussion ensued that I did not initiate. I was regularly having a discussion with the same three students in class though the class had eleven students. Repeated pleas for more students to inject their opinions were regularly met with silence, or one student would answer the question, usually the eldest one, with only occasional interjections from other students.
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Love, M.C. (2012). Changing Habits Through a Pedagogy of Engagement. In: Sung, K., Pederson, R. (eds) Critical ELT Practices in Asia. Transgressions, vol 82. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-797-4_5
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DOI: https://doi.org/10.1007/978-94-6091-797-4_5
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