UNESCO Fullbright Fellowship

Cultures around the world are divide by their distinctive characteristic of people, and how people interact within their society. Most cultures are driven by the way their environment has been set for them. Many of cultures have to adapt to the way their environment are due to the conditions that are set for them and the amount of resources that they are provided. The biggest drive for culture are the historical custom. Most countries continue to carry their ancestor custom so that the tradition may stay with them throughout their years, in which making other countries distinctive from one another. One of the particular country that will be discuss in this report is North Korea. In this report, I will be discussing the North Korean culture, with describing their living condition in the country, common issues that they face with on a daily bases, and common threat that they pose on other countries.

Although China’s influence over Korea has waned severely since the dynastic years we find the Confucian system of virtues and behaviors, China’s chief export from that time, still very much alive. Korea highly values the extended family, education, personal discipline and public order. In South Korea Confucian temples continue to be maintained throughout the country. The tenets of Confucianism are seen as antidotes to social ills and therefore education is thought of as a means of building character, not simply of intellectual formation. The values of Confucianism are promulgated throughout Korea in places as diverse as school, the office and the home. Television programs often portray Confucian merits such as filial piety and harmony. However

There is an ancient Chinese proverb, that goes by “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime”. Today, I would like to discuss my cousin, Stephanie Lam, who went to Taiwan one summer to teach English in a two week enrichment program. Her students, ranging from 12 to 17-year-olds, came from low-income families around Taiwan, seeking help in learning English, as they do not normally have the proper resources to do so. Though the language barrier was a formidable obstacle, Stephanie bonded with her students and other teachers, and greatly improved their English proficiency. Now, thanks to her, they understand a new language even better than they did before, and therefore have access to

South Korea and America are two pressing and influential countries in the world, both with an expressible different history back grounds and present day cultural life style. While most of South Korea is notably similar to America in architect and popular culture, there are some huge divergences in our education system such as classroom atmosphere and student conduct, what a prototypical school day looks like and how many hours we study, and our college placement assessments.

Currently, I’m teaching a group of high intermediate Academic English students from China and Saudi Arabia. They are all on a path to enter an American university and complete their bachelor's or master's degree in a variety of majors. My class size is 14 students and I teach them in the classroom 6 hours per week.

In education, physical space of the classroom matters, but more importantly the impression imposed by the instructor and interactions determines how the space is perceived as. Creating a positive space is displayed as welcoming any student to the class, and every student can benefit from such an effort. International students come to the institution with overwhelming fear and stress, hoping to be able to connect with their instructors and colleagues. When first stepped into the classrooms, it is important for instructors to create a welcoming and inclusive space, to provide a positive impression of the classroom building a sense of belonging. To achieve such setting, Crose (2011) introduces step-by-step teaching methods, starting from understanding international learners to the ways of creating an inclusive, internationalized classroom to overcome the challenges of language barriers.

The SUNY is a diverse university which has around 43% of minority students, including Hispanic/Latino, Black or African American, Asian/ Pacific Islander, ESL, and international students. Those students often encounter difficulties in English listening, speaking, reading, and writing, and understanding the Western academic culture, especially for ESL and international students. Since I received the professional training in teaching English to speakers of other languages (TESOL) in the Master’s and Ph.D. programs at the Ohio State University and have English teaching experience to diverse learners in EFL and ESL settings for around 9 years, I would like to help those minority students at the SUNY Oneota understand the Western academic culture, overcome academic difficulties they encounter, and improve their overall English competence. Helping those minority students is my short-term career goal. My long-term career goal is to increase K-12 content and ESL teachers’ and

As a teacher who is working with English Language Learners, I will be interacting with students from all sorts of backgrounds. In order to support these students as people first and students second, I need to be aware of some of the concerns they might be facing at home. I also want to learn what I can do as a teacher to help students. Jose Antonio Vargas talked about how his principal and superintendent became a part of his support system in his adult life. While it may not be possible to support all of my students for the rest of their lives like Vargas’s example, it is important to build relationships with the

So, if I make the fried Kim-chi with the Kim-chi from a market, it is just not tasty as much as the one that my mom made. Yet, however the taste of it, every time I eat Kim-chi, it reminds me of my mom’s caring for me and the fact that I am Korean. Because when she tried to make me eat Kim-chi, she always used to say like ‘oh, Koreans should eat Kim-chi.’ By that time, however, what she said did not really come across my mind. Since all the people around me were Korean, I did not really know what being Korea means. But now I am in America, and being ‘Korean’ becomes one of the unique characteristics that represent me.

Being accepted into the English Teaching Assistant Program for Ukraine will grant me the opportunity to interact and engage through teaching. Through my experiences in Nerekhta, Russia, I have gained a deeper understanding of how cultural can be exchanged through language and expression. While teaching sports I was able to stimulate the English learning process through reaction. While in the Ukraine I plan to do the same. Through conversation and personal thought I will engage each of my students in the class room on topics they find interesting. While in Nerekhta, I brought my students on small field trips where new vocabulary can easily be learned and then reiterated that knowledge in the classroom through discussion. By asking the students to speak on their opinions and personal experiences, language is taught, and although grammar can sometimes be infringed on when speaking in a new language organically, I will also assign writing which will force the students then to think through the grammar. I believe that once a student has the confidence to speak freely, grammar can easily be incorporated. When teaching I want to ensure the students have the confidence to speak first and then comes the desire to make their thoughts more understandable through grammar training. While in Poland I was able to both learn Polish while teaching English, and will do the same in Ukraine. I will engage with my students in English in the classroom but will allow them to teach me Ukrainian on

Thesis Statement: Though South Korea may be a small country, the style of cuisine, community culture, and generosity are just a few uniquenesses that outshine its stature.

South Korea appears in the first quadrant of Figure 2.2 in which states that the country has a culture with relatively larger power distance and lower individualism. South Korea has a relatively large power distance due to the country’s strong emphasis in respecting for one’s elders and superiors. This cultural belief is deeply

My return to Korea in the summer of 2001 was nothing short of a culture shock. I was in a country I thought I had learned by heart. It was the country I always rooted my identity and pride from. I wasn’t ready for the shock. I

South Korean are very cautious in consuming their food or buying certain products. Typical Korean cuisine usually consist of ‘kimchi’ (fermented cabbage), ‘gochujang’ (fermented chili sauce), less salt, less sugar, and less condiments because it considered bad for health. In terms of other

There are many kinds of Korean food in the world. The purpose of this report is that introduces Korean cuisine, the history and current tendency of Korean food. This information is derived from the writer’s experience, reference books and on the Internet website.