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  • Exploring a new pedagogy: Teaching for Intellectual and Emotional Learning (TIEL) August 31, 2010
    The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in “learning communities [that are] humane, intellectually challenging, and pluralistic” (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectu […]
  • Teaching factual writing: purpose and structure August 26, 2010
    David Wray and Maureen Lewis remind us of the need to focus on the teaching of factual texts in primary classrooms. They offer one particular teaching strategy, ‘writing frames’, trialed by teachers in the EXEL (Exeter Extending Literacy) Project, as a useful strategy in assisting young writers learn to write factual texts. Introduction As members [...] […]
  • Who qualifies to monitor an ESP course: a content teacher or a language teacher? August 24, 2010
    As it is known, ESP materials are developed in order to respond to the specific needs of English learners. ESP is a branch of applied linguistics in which investigators attempt to put their fingers on the specific needs of individuals or groups of individuals in English in order to design materials related to their specific [...] […]
  • Defining whole language in a postmodern age August 22, 2010
    Can whole language be ‘defined’ in the true sense of the word? Lorraine Wilson believes that while whole language can never be ‘defined’ in the sense suggested by the word’s Latin root (definire = to finish, finalise), certain core principles and assumptions can be made explicit. In this article she describes how a group of [...] […]
  • Generic practice August 18, 2010
    In this article Jo-Anne Reid postulates the benefits of postmodern thinking in language and literacy education. She encourages literacy educators to think about what we are doing, each and every time, without relying on what we might accept (without thinking) as rules for the genre of teaching. Rather, she says, we should be engaging ourselves [...] […]
  • A guide to the advantages of a TESOL Course August 14, 2010
    TESOL is the condensed form of Teaching English to the Speaker of Other Languages, a globally acknowledged qualification. This course, suggests Manuel Kupka, offers you an insight into the fundamental approaches of instruction and learning in English. After finishing your course you will become a professional educator who can teach English to people who spea […]
  • Beginning reading: phonemic awareness and whole texts August 11, 2010
    By Paul Richardson It may be serendipity, or a function of the news media I sample during the course of each day, but I have increasingly heard it claimed from various sources that Australia is again facing a literacy crisis. Politicians, radio broadcasters and journalists have all claimed that a proportion of children in schools around [...] […]
  • Will an online TEFL course help me find jobs abroad? August 2, 2010
    There’s a lot of debate around online TEFL courses, notes Bruce Haxton. Are they as good as classroom TEFL courses? Do language schools accept them? And will they prepare you for a life of teaching English abroad? The truth is; they have their pros and their cons – just like classroom TEFL courses. For some [...] […]
  • How can speed reading be useful? June 27, 2010
    The second of two articles on speed reading by Adam Harley: Speed reading is an essential skill when you need to read large information quickly. Speed of reading means how many words you read in a minute. Different people have different speed of reading which can be improved by using different techniques and methods. It is [...] […]
  • An introduction to speed reading June 24, 2010
    The first of two articles on speed reading by Adam Harley: Speed reading isn’t too difficult. Try a couple of these tips and techniques, and you can already increase your reading speed. Speed reading is an enhanced form of reading. It uses many of the same methods and ideas, but enhances them to the point where speed [...] […]

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Teaching in Korea – Big City or Small City?

By Joey Bennett

When you ask most people who are from the western hemisphere what they know about Korea, the answer is most likely, “Not too much”; ironically enough, this is pretty much the same response you will get when asking a teacher who is about to go to Korea for a year. Seoul, Busan and possibly Daegu are the cities most recognized by people who are looking for the perfect school, in the perfect location; Seoul, because it is the capital; because it has the most variety; and simply because teachers have heard the name more than once. Busan is where the beach – people know that. Why not spend a year of your life teaching in a school that has the glorious vista of a beach in a city that lies neatly on the southern tip of the country? What people should be asking themselves is, “Why not?”. Well, the answer is simple – because you would be missing out on what Korea really has to offer: culture.


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Large metropolitan areas like Busan and Seoul are great cities, they really are, but they are not exactly what you would call the ideal place to learn about Korean life. They are the result of outside influences, and have therefore been ‘westernized’ – to what extent is hard to say, but westernized all the same. Seoul offers what any international city should: a wide variety of ethnic restaurants, from Italian to Indian, a bustling nightlife, great shopping, etcetera, etcetera. Busan on the other hand, is a port city, so there are a lot of different people from different countries coming and going. In regard to the beach, on any given summer day, there is around 10,000 people covering it with umbrellas, making it difficult to get yourself to the water – but hey, it’s still a beach, right?

But what about the smaller cities that fill in the country side? Places like Kumi, Cheonan, Keumsan, Masan, Gwangju, or Gangneug to name a few – is it because these names are too difficult to pronounce? Or is it because they are simply unknown to most people? I think that it is probably a combination of both, which is understandable. What people often forget about is the reason why they are taking off for a year of their lives. Sure, a lot of people go to Korea to make money, or get experience in the teaching field, but what about the experience of a lifetime, being immersed in a culture other than your own? How much do you really know about Korea and Koreans, their history, their values, the reason they do things that you think are weird or rude?

Life in one of Korea’s smaller cities can be much more fulfilling, as I have learned. People are friendlier, the air is cleaner and the quality of life is simply better. To add to this, you find yourself in a setting that doesn’t cater to you, rather one that you have to adjust to – and isn’t that the whole point? Why would you travel to the other side of the world only to seek the pleasures of home? Why not embrace another culture to the fullest extent? I think if you do, you will find yourself returning home with a lot more than what you left with.

About The Author

Joey Bennett runs Joey’s ESL Room, at http://www.esl-teach.com

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5 comments to Teaching in Korea – Big City or Small City?

  • I like Korea because I make so much money from Korean schools you wouldn’t believe it.

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  • david

    I’m sure you do, I’m sure you do.

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  • I enjoyed this article. I chose to move to Geoje Island from Australia, and I am teaching at two Middle Schools. Three days at Song Po and two days at Dun-deok MS. I love the freshness and having spent a month teaching in Seoul, I enjoy the peace. Both my school and apartment block have made available space for me to plant a garden! This wouldn’t happen in the city. I am close to Pusan, but haven’t been there yet. It has been wonderful being in a regional area.

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  • david

    Thanks for that CB, glad to hear the TEFL life is treating you well.

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  • Does anyone have experience in the smaller towns? How difficult is it to manage without the native language?

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