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? My Background |
When people first come to Korea to teach, they look at either hagwons or EPIK. I've explained my reasons for choosing EPIK maybe once, twice, or three times over, but I'll give a brief, bullet-ed reminder:
So while I could talk about my perspective on hagwons, I'll avoid that and discuss what I've seen of EPIK so far... |
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students whose parents couldn't afford the best of the best, most grueling hagwons. These questions are unnecessarily baffling and convoluted, paragraphs of complicated constructions and unnatural text with a missing chunk to be filled in through multiple choice.* As a result, teachers design curriculum that focuses more so on rote memorization, translation, and written language. EPIK was initially thought of as a way to combat that by motivating students to speak with a native English teacher, but--surprise, surprise--textbook speaking sections tend to be phrasal regurgitation. Not to mention the disconnect between what is taught in a secondary EPIK classroom and the kind of language on the 수능--both opposite ends of a frustrating spectrum.
(*I'll include an exam question at the bottom and an excerpt of text from my 3rd grade middle school--US 9th grade--textbook.)
(*I'll include an exam question at the bottom and an excerpt of text from my 3rd grade middle school--US 9th grade--textbook.)

These are only a handful of concerns (I haven't even really gotten into socio-economics) but they summarize what I've seen at friends' schools and experienced within my own placements (so far, I have taught at three Korean public middle schools in the span of eight months). In a lot of ways these are issues outside of our control. Well...minus the unqualified teachers who come here just to shit-around. Either way we are not here to act as little saviors and fix a system that isn't ours to fix, a system we have spent little time in and do not fully understand within a culture and language we do not deeply know.
Still... we have to create a framework of goals within these issues in order to grow as professionals (whether that be within or outside the field of education), find satisfaction as current EPIK teachers, and best service our students.
"But Lena!" you cry. "I'm here for a working vacation!"
To which, "Yeah, and do you want to waste that working vacation weakening your resume or failing your students?"
So...let's look at these issues and set some goals...
I cannot speak towards the issue of racism since I am white and carry that privilege into a classroom, but I will say it's also on white teachers to reshape students' understandings of POC, expose students to diversity through our examples, conversations, etc. It is also on us to be aware of neo-colonialist attitudes many expats take in accepting teaching jobs abroad. But in regards to finding a framework of goals:
So--outside of what EPIK or the MOE/POE designates as an EPIK teacher's work--what do we want to accomplish in the classroom? How can we find meaning and create meaningful work even if circumstance does not allow us to educate to our full capacity?
Should we even view our specific EPIK role as real teacher? As Human Tape-Recorder? As Clown?
If you choose any of those, you're likely to experience disappointment. EPIK's limitations make it difficult to feel like a real teacher at all. If you see your job as a sack of human spitting English for kids to copy or laugh at, then...well obviously you'll hit a wall of depression. Some other blogs I've come across had seen EPIK as a "working vacation." I'm quick to agree with this, but it still doesn't define our role. And to be honest? I feel like your role will depend on your school, the liberties afforded to you, the way your school tests students, if you have a say/if your class materials will be on the exam, and--perhaps most importantly--where you plan to go after EPIK.
Still... we have to create a framework of goals within these issues in order to grow as professionals (whether that be within or outside the field of education), find satisfaction as current EPIK teachers, and best service our students.
"But Lena!" you cry. "I'm here for a working vacation!"
To which, "Yeah, and do you want to waste that working vacation weakening your resume or failing your students?"
So...let's look at these issues and set some goals...
I cannot speak towards the issue of racism since I am white and carry that privilege into a classroom, but I will say it's also on white teachers to reshape students' understandings of POC, expose students to diversity through our examples, conversations, etc. It is also on us to be aware of neo-colonialist attitudes many expats take in accepting teaching jobs abroad. But in regards to finding a framework of goals:
So--outside of what EPIK or the MOE/POE designates as an EPIK teacher's work--what do we want to accomplish in the classroom? How can we find meaning and create meaningful work even if circumstance does not allow us to educate to our full capacity?
Should we even view our specific EPIK role as real teacher? As Human Tape-Recorder? As Clown?
If you choose any of those, you're likely to experience disappointment. EPIK's limitations make it difficult to feel like a real teacher at all. If you see your job as a sack of human spitting English for kids to copy or laugh at, then...well obviously you'll hit a wall of depression. Some other blogs I've come across had seen EPIK as a "working vacation." I'm quick to agree with this, but it still doesn't define our role. And to be honest? I feel like your role will depend on your school, the liberties afforded to you, the way your school tests students, if you have a say/if your class materials will be on the exam, and--perhaps most importantly--where you plan to go after EPIK.
Roles and Goals
I'm not sure if it's the right answer so far, but what has helped me in navigating my role is to avoid thinking of myself as a "Native English Teacher" despite the title 원어민 put on the plaque over my desk. Instead, I've considered and come to prefer the phrase GET-- Guest English Teacher.
I know, I know...semantics. But as a NET, emphasis remains on my native-ness as a qualification and can also make me view my time here as a long-term right based on my American-ness. The reality is that most EPIK positions should not be, in my opinion, longer than a few years. As a GET, I am a temporary worker. So, in that temporary time, what do I want to see accomplished? What CAN be accomplished? (because the reality is that while I care so much about doing a good job, I am also restricted and looking to leave teaching)
But hey, let's try these on for size:
So there we have it.
They're not the most lofty of ambitions, but they're the navigated parts of reality. I hope that I get to know my students and really appreciate the personal adventure that is living and working abroad. More so, I hope that my presence will matter to them inside or outside of schools and tests.
I know, I know...semantics. But as a NET, emphasis remains on my native-ness as a qualification and can also make me view my time here as a long-term right based on my American-ness. The reality is that most EPIK positions should not be, in my opinion, longer than a few years. As a GET, I am a temporary worker. So, in that temporary time, what do I want to see accomplished? What CAN be accomplished? (because the reality is that while I care so much about doing a good job, I am also restricted and looking to leave teaching)
But hey, let's try these on for size:
- Expose my students to cultural and ethnic diversity.
- This has always been important to me, given my own family background and childhood growing up in Queens, NY; and it's something I feel is important for my students' growth in a homogeneous society that's becoming increasingly more global. Culturally competent attitudes and a basic introduction to ethnorelativism help students better understand their own part in their own culture and in a globally shared humanity.
- While it's easy to show pictures and talk about a different culture in the abstract, even my simple being in the classroom and using my Greek-American upbringing in various examples provides students with a drastically different perspective than the one they've constantly seen in Busan. For example, it's been a pretty difficult concept to explain to some people that I am both Greek and American. It's even been difficult for a few of my Korean-American teacher friends.
- This is also why I think EPIK teachers should not stay more than a few years. While there's something to be said about the novelty wearing off when you stay too long, I think it also means students wouldn't get the chance to meet a new foreign teacher from a new foreign place with these exciting foreign experiences that'll only build their global repertoire. (I also think EPIK should encourage EFL learners who have become fluent to take part in the program for this very same reason and for the ability of students to relate to them). But anyway...goal 2.
- Help students feel comfortable speaking English. Maybe--if we can really finesse something--have students see the value in learning a language regardless over whether they would be tested.
- My own language anxiety stifles my language learning. I don't want that for my students, but English anxiety is made worse by the incredible amounts of pressure they face. Additionally, I know there are many students who don't care about, or have given up on, English. It might taboo to say, but with the disconnect between the public school curriculum, hagwons, and the 수능 I don't blame these kinds of students. I do hope that the work I provide gives them something valuable outside the 수능. An urge to travel maybe, a curiosity for Japanese just for curiosity's sake, a sudden sense to ask an English speaker how they like Korea.
I am not going to make a real dent in the English they'll eventually need for their college entrance exam--how can I when our most complicated of canned key expressions are One ____and the other ___ ?--and I am not personally equipped to create outstanding, fluent speakers. Maybe all I can work toward is that a student can initiate a simple conversation without prompt, that I am here as a visitor they maybe want to talk to every so often.
- My own language anxiety stifles my language learning. I don't want that for my students, but English anxiety is made worse by the incredible amounts of pressure they face. Additionally, I know there are many students who don't care about, or have given up on, English. It might taboo to say, but with the disconnect between the public school curriculum, hagwons, and the 수능 I don't blame these kinds of students. I do hope that the work I provide gives them something valuable outside the 수능. An urge to travel maybe, a curiosity for Japanese just for curiosity's sake, a sudden sense to ask an English speaker how they like Korea.
- Accomplish the tasks assigned to me with efficiency and collaboration. Try out new tech, make your own videos--this is the place to try what you can and learn from the success or failures.
- So I've got to get page 67 parts A,C, and E done for the listening exams that are broadcasted only once throughout the nation at exactly 10am. Also have to find a way to PPP my way through these trite phrasal conversations in a way that does not add extra work or stress to my already over-worked co-teachers.
- At the same time, I've come to know my co-teachers' diligence, and I respect the sincere care for their work and students that they put forth. Both Korean teachers and Korean students are under a lot of pressure. I am not here to add more stress onto their backs. If I can assist in anyway, I'll do my best.
- Let's gamify what we can without letting the students go glassy-eyed yet another PowerPoint bomb game. Let's have them moving more, utilizing english across a content no matter their level. During camps let's put their phones to use if they've got them anyway! Find an app for museums across the world, for languages other than English just to see the spark, for AR dinosaurs they have to write a story about together.
- Let my students know I care for them.
- This is pretty self-explanatory and should be a necessity for all teachers, but there's something truly amazing when a student realizes I know their name, that I remember their favorite anime or we bond over a shared love for EXO's Baekhyun--silly as these small things may seem. It's hard when I individually see my 500 students only once a week. But I care. I make a point to show them I remember their interests, their favorites, their dislikes. This should be a necessity for all teachers everywhere, of course, but I feel like in EPIK it especially ties into students' motivation to learn English, in their willingness to take risks with language just to talk to the weird foreign teacher who sometimes talks too fast and too funny but jokes around about 닭발.
So there we have it.
They're not the most lofty of ambitions, but they're the navigated parts of reality. I hope that I get to know my students and really appreciate the personal adventure that is living and working abroad. More so, I hope that my presence will matter to them inside or outside of schools and tests.
And finally...
A 수능 English Question | A 9th Grade English Textbook (Public School) |
With the gap between public school English and what's expected of students on the actual college entrance exam, it's no wonder students spend most of their time memorizing obscure, specialized vocabulary lists at hagwons rather than taking the chance to actually converse in English. | Whew. Finally finished. Those were a lot o' words and a lot o' thoughts, but I'd love to hear what other EPIK teachers think about their goals and roles in the classroom! |
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