Hyunjung Shin & Graham Crookes said that non-Western countries have been questioned on cultural grounds in English teaching for the possibility of curricular innovation. Therefore, they apply to critical pedagogy as one of the major tradition of education in discussions of curriculum theory and practice. (Auerbach &Wallerstein. 1987)

 One of the major is connected to the classroom practice, curriculum, materials, student-teacher interactions and style in the second/foreign language area, The other one is connected to the work of the critical pedagogue as academic, as critic of curriculum and educational policy in general, as an author and public intellectual. (McLaren, 1998, Giroux, 1983, Pennycook, 2001)

 As critical pedagogy is not “single-strategy pedagogies of empowerment, emancipation or liberation”(Luke & Gore, 1992), different cultures value different way of communication and have different understandings of goal teaching and learning grounds. (Coleman, 1989)  

 From the paper reports that she focused on establishing critical dialogue between students and teachers providing the examples and experience in order to give students critical discussion of topics. There are many her goals and teaching methods for students.

I agree that most of her goals and the process of approach in the classroom, because they are closely related to my real life and it occurred in Korea which I have experienced. One of the goals is focused on “current Korean culture” lesson and student-centered which are based on the students’ own interests, going beyond common communicative activities as introducing famous places. Their goal was not to reach an agreement on what the current Korean culture was but was to foster students’ exploratory thinking and critical perspective on culture in general. She tried to develop argument that the students can use brainstorming, making questions and respond each other’s ideas.

-       Which methods are impossible (or very difficult) in my teaching setting? Why?

As my classmates all know recently I teach in Korean and in English both teaching area. These kinds of things are required that many different cultural strategies pedagogies. When I teach English for Korean mature students once a week, I have to think about the size of class, sex, ages , limited time and curriculum which has already made from the Ministry of Education or scheduled. For small size of class, I can give students specific topic and let them talk and discuss about topic. Even large size of the class where there are about 40 students, I try sometimes in order to develop students’ speech in English. A few students ask me to not doing 1 minute speech for introduction in front of the class because of the anthrophobia. They said they scared of standing in front of the class and not familiar to talk about their ideas with one topic in English. Nowadays, it is gradually getting better, but there are still not familiar for them. In my work place, they didn’t get high score through “SooNung” which is for the big exam in order to enter one of the universities. They rarely have self-esteem and independent. However I have to be careful for doing that way, because of majority of students’ characteristics and used to stereotype culture. Most of students are very kind and respect teachers well which involves Confucian inheritances in Korea.

For the foreigner students who learn Korean there are two different types of students. One of type students are Western culture students who are used to discussion and class activities in informal atmosphere. Teachers and students learn together feel free to study and no gaps between teachers and students which I love to do it and the reason for studying English.

I have tried teaching in Korean for few weeks similar to Asian culture students. Then they all of them students said that they felt like “Human robots”.  Since that time I try to do Western style of teaching and method.

For Asian culture students who have similar culture and are from China, Mongolia and etc, I do same as Korean style for teaching, method and techniques.  

From my experience, teachers should consider for teaching methods and process of development students.  In addition, Korean education adapts Western culture in institution, schools and many work places. The globalization which effects Korean education makes people open mind and ready to accept Western culture in Korea.