Running Head: SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 1

Sociolinguistics in the Korean EFL Classroom

Andrew Hill

The University of Texas at San Antonio

SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 2

Lesson Plan Description

I developed this lesson plan for a class of twelve kindergarten students at an English

language academy (or hagwon ) in South Korea. Eight are boys, four are girls. They are

all native Koreans. Lesson details (Appendix 1, page 7) echo my own experience as English

as a foreign language (EFL) teacher in Korea.

This lesson centers on politeness, specifically formal and informal language. I would

carry out this lesson in a weekly class focused on young-learner-oriented aspects of language

and culture in the United States. I would into tap students funds of knowledge, historically

accumulated and culturally developed bodies of knowledge and skill essential for household

or individual functioning and well-being (Greenberg & Tapis, Velez-Ibanes as cited in Moll

et al 1992, p. 133). As expounded in Appendix 1, page 9, politeness is imperative to South

Koreans functioning and well-being, particularly in greetings (situational degrees of

bowing) and language (honorifics). To illustrate: when visiting grandparents, students bow

deeply and declare anyeong-haseo (as opposed to the informal anyeong). Empowering

students via these funds is an excellent way to communicate the value and application of their

pre-existing knowledge to life in United States and the EFL classroom (for specific

application, refer to Appendix 1, Activities 1 and 2, pages 9 and 10).

My former hagwon may be labelled what Auerbach (1993) and Kamwangamalu

(2010) call a Teach-English-Through-English program (Hornberger & McKay, 2010, p. 130).

Students who speak Korean in frustration, confusion, or glee face disciplinary action.

Signs stapled to the hallway walls declare, Speak English Only! This rule exists for myriad

reasons. Most compelling to Korean and American staff: there is an open class each semester

wherein parents are invited to observe the foreign teachers instruct their child. Shortly

before I began working at this hagwon, a 5-year-old student spoke Korean mid-observation.
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 3

This angered the childs parents, particularly as it occurred in the presence of other students

parents. This teacher was let go shortly thereafter. In other words, there is little incentive to

permit (let alone encourage) learners to speak their L1 in class, no matter the evidence

suggesting classroom code-switching (inter- and intra-sentential) might benefit L2 learning,

allowing students to navigate linguistic difficulties by employing their complete verbal

repertoire to problem solve (Gumperz, & Cook-Gumperz, 2005, p. 1). Per Kamwangamalu

(2010) its benefit may be long-term linguistic capitol; a tool that students may use to self-

empower (McKay & Hornberger, 2010, p. 126). Still: I would find reason and means to allay

parents concern. This hagwon had low teacher retention; instructors typically departed for

less demanding work after a single year. I taught for two and, consequently, earned the trust

of parents and staff. If I were to advocate for the infrequent and literature-backed code-switch,

graduate degree in hand, administrators and parents would likely permit Korean in the

classroom. I have consequently drafted this lesson plan as exception to the otherwise

pervasive TETE rule.

There are multiple activities wherein L1 use is encouraged. The first, Activity 1

(Appendix 1, page 9), is a partner exercise. Pairs brainstorm and share examples of politeness.

As teacher, I have devised a seating chart wherein strong and struggling students are

partnered. Students know that so long as they ask beforehand and receive permission they

may re-teach difficult concepts to their partner in Korean1. This, the Buddy System

(Finnochiario, 1998 as cited in Kamwangamalu, 2010, p. 129), inspires linguistic problem

solving via code-switching. The second instance of linguistic alternation is Activity 3

(Appendix 1, pages 10 and 11). In preparing students for this exercise I will explain one, that

1
During class discussion, we considered challenges of structuring bilingual classes the
ninety-ten model, the fifty-fifty, or some other. I wish I had flexibility to consider
either. Instead, I may permit minimal-specific moments of L1 use, elucidated in the
lesson plan.
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 4

it necessitates use of both languages, and two, that I will affix a Hangeul letter (of the Korean

alphabet) to the wall, thus indicating code-switching is permitted for the time being.
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 5

Extension

Students will benefit from this lesson in several specific ways. First, they will undergo

language socialization, defined by Duff (2010) as the acquisition of linguistic, pragmatic,

and other cultural knowledge through social experience and is often equated with the

development of cultural and communicative competence (McKay & Hornberger, 2010, p.

427). As an American teacher, I operate my classroom much like my own teachers did. I

encourage students to engage with teacher and to ask direct questions by raising their hand.

This may differ from the Korean classroom where students are expected to listen attentively,

take notes, and refrain from consistent and verbose engagement. My class is also quite

musical, a practice students engage in each morning and during classroom callbacks. Students

will also learn appropriate forms of politeness, several of which differ from Korean practice.

This initiation into classroom Discourses (specifically those captained by American teachers)

and expected behaviors will benefit students for years to come. Students will also engage in

role playing (Appendix 1, Activity 3, pages 10 and 11), a critical ESL classroom tool, one

they will practice time and again.

Development of the aforementioned will improve students communicative competence,

defined by Canale and Swain (1980) as the ability to effectively communicate in given social

situations (Alptekin, 2002, p. 57, 58). I made clear in this lesson that students already

fundamentally understand and practice politeness. This knowledge fund is applicable to life

most anywhere else, including the United States. That stated, students must recognize that

bowing is atypical in the United States (outside of a theatrical curtain call, a distinction made

at the conclusion of each classroom role-play performance). Helping students to understand

this distinction and effectively practice it will strengthen their communicative competence, as

will knowing the lessons target expressions (Appendix 1, page 7). The next time one of my
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 6

students moves to the United States with their family, which often happens, they will be

prepared that first day of school for American classroom Discourses. They will know that

shaking hands, waving, and high-fiving are typical to the traditional Korean stoop.

By lessons end, I hope students language attitudes, with regard to English and Korean,

will be affirmative. I have met Korean ELLs who suggest that Koreas culture is subordinate

to that of the United States. These language ideologies, defined by McGroarty (1996) as how

an individual feels about a language and its speaker, may have been shaped by some degree

of linguistic imperialism, one that grants English and the West a certain prestige2 (McKay &

Hornberger, 1996, p. 3). Per my teaching philosophy, I want them to have healthy respect for

their own language and culture. By tapping into students funds of knowledge and permitting

Korean language use via code-switching, I will positively influence these students and show

them that their native language and culture are not innately subordinate to any other foreign

language, particularly those my students study concurrently (English, Japanese, Chinese, and

French).

Finally, implicit in my lesson (and prime for teachable moments) is student awareness

of and appreciation for differing accents and dialects. True, this hagwon hires only North

American teachers in hopes of conditioning students to speak in a native American accent

and standard dialect. That stated, our Korean students, our Korean Staff (whose English

proficiency is lower than that of my young Korean learners), and our one Canadian teacher

all speak a slightly different variety of English in sometimes subtle but certainly perceptible

accents. I will, via teachable moments, show my students that while we learn one variety in

the classroom, many more exist and should be respected.

2
In fact, concerned citizens hold funerals for Hangeul outside Seoul City Hall, a
statement concerning the prevalence of English language education, perhaps at the
expense of learning Korean (but thats an entirely separate paper).
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 7

Appendix 1

Lesson Plan and Description

Date 9/24/2018 Teacher Andrew Hill

Grade/Age Kindergarten (6 years old) Students 12 (8 girls, 4 boys)

ACTFL Proficiency
Students L1 Korean (12) Intermediate Low
Level

Students EFL classroom,

Make friends in America Place
Motivation Private Korean Academy

Class CCS (Culture and Language) Topic Speech Acts / Politeness

Period 1st and 2nd (40 minutes each) Lesson Politeness Has a Purpose!

Terminal
Students will be able to demonstrate understanding of polite speech acts by using
Objective
formal and informal language.

Students will draft in pairs examples of politeness as exercised in Korea.

Students will collectively compare-and-contrast Korean/American politeness by
Enabling
completing a Venn diagram.
Objectives
Students will perform a short role play using formal (polite) and informal (non-
polite or casual) language.

Student A: May we please [activity]?

Target Student B: We may [activity].
Expressions Student A: Thank you.
Student B: "Youre welcome.

Funds of Knowledge: Tap into students cultural and familial knowledge pool.
Doing so empowers each pupil and makes learning more meaningful and
motivational. This concept is structured into the lesson but teachers should also
seek and recognize specific and personalized teachable moments throughout (Moll,
Amanti, Neff, & Gonzales, p.132).
Key
Info Code Switching: Students may code-switch under certain conditions. These
& include [1] during designated activities (teacher hangs Hangeul letter on wall to
Classroom signal class-wide permission), and [2] when one student needs to reteach his/her
Culture struggling partner, he/she may seek permission to use Korean (note: this is
relatively rare with the present Lions class). (Finnochiaro, 1988, as cited in
Kamwangamalu, 2010, p. 129)
Growth Mindset. Praise students hard work (rather than simply calling them
smart). If concept mastery proves difficult, share the power of yet. Its not that
student cant perform a task, they simply cant perform it yet (Decades of
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 8

Scientific Research that Started a Growth Mindset Revolution).

Callbacks: Teacher: Lions! Students: Roar also Teacher (singing): In the
jungle, the mighty jungle Students: The lions sleep tonight! Class knows to
stop, listen, and follow directions after either callback occurs.

Documents: Venn Diagram worksheets (12), Role Play Scripts A (4), B (4), C (4)
Materials
Other: iPads (12), grandpa mask (1), smart board (1)

Steps
ESL Teaching
Stage Time Activity Materials
Components
(Minute)

Into Greeting Greet Lions

Engage in class morning movement: Katy
5 Rules of the Pride
Perrys Roar song and dance. (Appx. 2)
Review classroom rules, or Rules of the
Pride. The Awesome Lion, or daily classroom
Smart Board
leader, proudly yells numbers 1 through 5. After (Appx. 3)
each, the class shouts each corresponding rule.
Rules are affixed to the front wall, atop the
smart board. As students exemplify each rule,
generously award Dojo Points. Language
Remind that classroom is a safe space. Each Ego
student is awesome, hard-working, and (Brown, p.
brave like a lion. Students should be 72)
comfortable taking cultural and linguistic risks.

Into Warm Up Four Corners

(Hook)
Read seven statements. If students strongly
10
agree with statement, they stand in front-left
corner of room. If they simply agree, they stand Sensory
in front-right corner. If they disagree, they stand Input
in back-right corner. If they strongly disagree, (Brown, p.
they stand in back-left corner. Corners should 103)
be labelled as such. This ice-breaker encourages Four
physical activity, lowering of affective filters, Corners
Statements
and activation of background knowledge. Schema (Appx. 4)
Students are well familiar with the four corners Theory
activity. Statements are at first zany and/or (Brown, p.
blithe (ex. Kimchi and bulgogi ice 258)
cream is delicious!), to lesson-specific and
schemata-activating (ex. It is important that I
am polite to my grandparents).
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 9

Th- Activity 1 Draft Examples of Korean Politeness using iPads

rough
10
Refocus class (callback)
Korean language and custom is strikingly
polite. The former is exemplified by honorifics.
The latter by stooping, or bowing (the deepest
and most respectful bow being keunjol ,
respectful of senior family members). Funds of
Knowledge
Ask students if they know meaning of the word (Moll,
polite, field responses. Define if necessary. Amanti,
Ask for its Korean translation. Neff, &
Gonzales,
Tell student pairs to consider the many polite
p. 132)
things they do (How are you polite to your
friends, your parents, your grandparents, even
your teachers?!). Pairs must converse and then Buddy
jointly enter their suggestions into the iPad System
Padlet app (in English). Each pair has tablet. (Hornberge
r, &
Submissions are displayed in real time on the
McKay,
classroom smart board. Explain to students that 1996, p.
they may use Buddy System. They know they 129, 130)
may switch to the L1 if necessary.
Student responses may include variations of the
following: Share toys with friends, and Be
nice to my grandma and grandpa. Ideally,
students will reference bowing. There may be
some answers, reflective of cultural practice, the
teacher is unfamiliar with! Guide students in
brainstorming if necessary.
Ask pair volunteers to verbally share
submissions, if time permits.

Complete a Venn Diagram

Activity 2 Refocus class (callback).

Praise class, award Dojo Points.
15
Summon Venn diagram on smart board.
Students are familiar with this type of diagram. Funds of
Ask the Awesome Lion to write Korea below Knowledge
the left circle and America below the right (Moll,
circle. Beneath the middle, they should write Amanti,
Both. Neff, & Appendix 5
Gonzales, Venn Diagram
Ask the Awesome Lion to distribute Venn p. 132)
diagram worksheets to each student. worksheets
As a class, write each politeness-example in its
proper place. Students follow teachers board-
writing (Optional: volunteers may write
answers on board). Facilitate brief discussion
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 10

regarding the following: politeness is important

in Korea and in America. In many ways, this
politeness is the same. In several important
ways, this politeness is different. Since Korean
students understand the importance of
politeness, and practice it in so many ways, they
already have a Politeness Toolbox that will
help them make many friends when they visit
America. It will also serve them well in the
classroom and in school.
Preview the exciting activities of subsequent
second class.
As Class 1 comes to an end, ask one row at a
time to stand, return their iPads to the classroom
TechToolBox, and then use the restroom and
wash their hands before the next class begins.

End of Class 1

Beginning of Class 2

Activity 3
5 Brief Formative Assessment
Refocus class (callback).
Praise class, award Dojo Points.
Formatively assess class: ask for several
examples of politeness. Ask for reminder of
differences between speaking to grandparents
versus peers.
20
Read, Write and Perform a Bilingual Role Play

Teach target expressions, prewritten on smart Funds of

board. Have students briefly practice with Knowledge
buddies. (Moll,
Amanti,
Tell class that next activity is set at Chuseok Neff, &
holiday family dinner. Gonzales,
Ask for three student volunteers (Student 1, p. 132)
Student 2 and Student 3). Give Student 1 a
grandpa mask and tell that student: You are
now a grandpa. Tell Student 2: You are the
seven-year-old cousin. Tell everyone: Pretend
that you are in Korea at a Chuseok dinner with
all of your friends and family. Tell Student 3:
You are [Student 3s name]. I want you to go
to your grandpa over there and ask if he wants
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 11

some kimchi mandoo . Then, I want

you to go to your cousin and ask them if they
want kimchi mandoo . Tell student
volunteers to decide which target expressions
they should use and when. Tell the class to
listen for how politeness changes.
Afterward: ask class to identify how politeness
changed from one conversation to the next and Code
to identify formal/informal differences, add switching
them to smart board. Appendix 6
(Gumperz,
Role Play
Put students in groups of four. Distribute role & Cook-
play worksheets. Assign roles. Gumperz,
2005, p. 1
In groups, students read/practice the dialogue
and work as a team to translate it into Korean.
They can speak in Korean and English in this
activity (in fact they may need to code-switch to
effectively complete the activity). Be sure to
hang Hangeul letter on wall, indicating they are
free to use Korean.
Before each group performs, teacher flips a coin
via smart board app: if heads team performs in
Beyond Assign Korean, if tails team performs in English.
Extra
Class
Work Extra Class Work
Encourage students to ask parents several
5 EC Work
questions, below (teacher must share this (Brown,
assignment with the Korean co-teacher who will p. 167
write it down in students take-home journal,
informing parents of the assignment).
o What are two ways we can be polite to
friends?
o What are two ways we can be polite
parents?
o What are two ways we can be polite to
grandparents?

Assessment Terminal (and enabling) objectives will be assessed during class.

SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 12

Appendix 2

Rules of the Pride

1. Sit nicely!

2. Use hand signals!

3. Listen to teacher!

4. Respect classmates!

5. Respect vessels!3

6. Respect room!

3
Pencil boxes on desks
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 13

Appendix 3

Smart Board

(Smart Board, 2015)

SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 14

Appendix 4

Teachers Guide: Four Corners

1. I know two languages.

2. Sometimes I dream in English and Korean.

3. Sometimes I speak Korean words and English words in the same sentence.

4. Kimchi and bulgogi ice cream is delicious!

5. Studying is important.

6. Vacations are boring.

7. Haeundae Beach in Busan is beautiful.

8. Gwangan beach in Busan is beautiful.

9. Chuseok Holiday Break is wonderful.

10. It is important that I am polite to my parents and grandparents.

SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 15

Appendix 5

Worksheet: Venn Diagram

(Venn Diagram Worksheets)

SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 16

Appendix 6

Worksheet: Role Play A

Character Dialogue

Panda Hi Penguin! Im hungry. Lets go eat some bamboo! (English)

_______________________________________________________________(Korean)

Penguin Panda! Im a bird! I only eat fish! (English)

_____________________________________________(Korean)

Panda Youre not a bird! You cant fly! (English)

_______________________________________________________________(Korean)

Puppy Panda, dont be rude! Some birds dont fly! (English)

________________________________________________________________(Korean)

Armadillo Thats true, Panda. (English)

________________________________________________________________(Korean)

Panda Oh geez, Im sorry. Can we eat cheeseburgers? (English)

_________________________________________________________________(Korean)

All Yes, cheeseburgers are delicious! (English)

_________________________________________________________________(Korean)
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 17

Appendix 6

Worksheet: Role Play B

Character Dialogue

Susie Leo, do you want to go to Yongji Park? (English)

_______________________________________________________________ (Korean)

Leo Yes! I want to fly a kite and eat some cup ramyeon. (English)

_______________________________________________________________ (Korean)

Grandpa Did I hear you both say you want to go to the park? (English)

_______________________________________________________________ (Korean)

Susie Yes, grandpa. May we go? Will you take us please? (English)

_______________________________________________________________ (Korean)

April Can I go too, please? (English)

________________________________________________________________ (Korean)

Grandpa Or course! You may all go! I would be happy to take you! (English)

________________________________________________________________ (Korean)

All Thank you, grandpa! (English)

________________________________________________________________ (Korean)

Grandpa Youre welcome! (English)

________________________________________________________________ (Korean)
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 18

Appendix 6

Worksheet: Role Play C

Character Dialogue

Mae Na Oh, Vivaan, Jiu, and Saanvi are playing with the iPad. May I play too? (English)

_____________________________________________________________(Korean)

JiWon Mae Na, of course. Were playing a very fun game! (English)

_____________________________________________________________(Korean)

Jiu Its called Moose Math! (English)

_____________________________________________________________(Korean)

Amy We are improving our math and English skills! (English)

_____________________________________________________________(Korean)

Jiu Come play with us! (English)

_____________________________________________________________(Korean)

Mae Na I love math, lets play! (English)

_____________________________________________________________(Korean)

All (Cheering) Moose Math! (English)

_____________________________________________________________(Korean)
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 19

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Journal,56(1), 57-64.

Decades of Scientific Research that Started a Growth Mindset Revolution. (n.d.). Retrieved

April 21, 2017, from https://www.mindsetworks.com/science/

Gumperz, J. J., & Cook-Gumperz, J. (2005). Making Space for Bilingual Communicative

Practice. Intercultural Pragmatics,2(1), 1-23.

Hornberger, N. H., & McKay!072412917, S. L. (2010). Sociolinguistics and language

education. Bristol: Multilingual Matters.

Hornberger, N. H., & McKay, S. L. (1996). Sociolinguistics and language teaching.

Cambridge: Cambridge Univ. Press.

M. (n.d.). Venn Diagram Worksheets. Retrieved April 22, 2017, from http://www.math-

aids.com/Venn_Diagram/

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:

Using a qualitative approach to connect homes and classrooms. Theory Into Practice,31(2),

132-141.
SOCIOLINGUISTICS IN THE KOREAN EFL CLASSROOM 20

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