It's been a while since I've shared my thoughts on the pedagogy and implications of my work, having focused so much on my EPIK Experiences "guidebook" sort-of series. But as I prepare for my last six months in EPIK, I've lately felt the need to reevaluate my philosophy as an educator. This need is especially poignant after speaking with other teachers here in Korea--my Korean coteachers, the novice ELT, university professors, slacking soju enthusiasts, and the sincere teacher who wants to do their best. What is my role as an EPIK teacher, and what goals can I put in place to make my work here worthwhile?
Before I start I want to clarify that these are my thoughts not as a linguist, but as an English educator. I am by no means an expert on languages, but rather want to consider the ways in which we Language Arts and ESL/EFL teachers grapple with the difficult reality of Standard English, stigmatized dialects, and neocolonialist attitudes in English language learning.
In my post on Babarbados, I said that Bajans speak English, and that’s true. Obviously Barbados is the Caribbean, though, so there’s the Bajan accent most tourists will grapple with...
Pedagogy and Reflection
We do not learn from experience. We learn from reflecting on experience