Language program bridges Korea, the world

TaLK volunteer teachers from English-speaking countries help rural kids learn language


YEONGI, South Chungcheong Province ― Benjamin Stevens, 24, first came to Korea with his mother for a seminar nine years ago. Fascinated by Korea, he wanted to come back, and realized his dream thanks to the TaLK (Teach and Learn in Korea) program.

Under the government program, he recently visited Korea to teach English, his native language, at a rural elementary school. It was also an opportunity to travel across the country and experience the Korean culture.

Stevens is among 322 young foreigners from English-speaking countries who have participated in the 7th orientation of the program starting in early August on Sejong Campus of Korea University in Yeongi, South Chungcheong Province.

The program was launched in 2008 to provide an English immersion environment to rural elementary schools by attracting native English speakers from abroad. It is also intended to give them a chance to experience Korean culture and travel across the country.

They are placed to rural schools because students there are less exposed to native English speakers than their urban peers. The foreign teachers on the program receive monthly stipend and accommodation subsidy from the Korean government.

Currently, about 600 foreigners are in the country under the program to narrow the gap between English education in the city and the country. One foreigner is assigned per school.

“Korea is the first country to attract foreigners from English speaking countries to every nook and corner where English is taught as the second language. They reach out to those kids who are underprivileged in terms of exposure to native English speakers,” said a program coordinator.

The idea behind the program came from one of President Lee Myung-bak’s presidential campaign pledges to improve public school English education. In Korea, most students from kindergartens to universities spend an exorbitant amount of time and money on learning to speak English.

The program seeks not only to give rural children a wider access to native English speakers, but also is an opportunity for foreign youngsters of the Korean descent to experience and better understand their motherland. It is a good chance as well for other foreigners to learn Korean.

Over the past four years, it has developed into a useful system for children in the countryside in learning English and a hotbed of civilian diplomats who will spread the real Korea when they go back to their countries.

“The program has achieved its three goals ― teaching English to rural children, helping Korean-Americans take pride in their motherland and promoting Korea to foreigners,” said Chung Dong-su, public relations manager of the TaLK program.

“It’s forming a sort of diplomatic network. It will be even tighter and stronger in 10 or 20 years as some of young participants will become leaders in their countries.”

According to Chung, many of the participants, particularly repeat participants, extend their stay from the minimum six months to the maximum two years to enjoy living in Korea for as long as possible. Or they come back to rejoin the program at a later date.

The Korean Wave, or Hallyu, which has turned a lot of youngsters, particularly Asians, into avid fans of Korean actors and pop singers, is a driving force behind the program.

“The number of Asians born in English-speaking countries who want to participate in the program is increasing due to the hallyu boom,” said Yoon Nam-hee, program curriculum supervisor.

“A more multicultural program will have positive effects on children of today who are required to grow up as global citizens. Fortunately, children are more open-minded to diverse cultures and peoples than grown-ups,” said Chung.

My Dam, 26, who is Vietnamese-British, decided to take part in the program mainly because she wants to learn more about the Korean culture, especially hallyu, as she is a fan of the girl group 2NE1 and the boy band Big Bang.

Applicants go through a two-stage screening process. Candidates should first submit their application to Korean embassies or consulate offices in their areas along with a statement of participation purpose, a letter of recommendation and documentation showing no criminal records.

After interviews at embassies or consulates, they move on to the second phase of screening by the National Institute for International Education, an agency affiliated with the Education Ministry, in Seoul.

During the four-week orientation, participants take lectures on effective classroom management and other teaching methods, curriculum design, Korean culture and cross-cultural issues.

By Lee Woo-young (wylee@heraldcorp.com)