CHRISTINE JONKER ACADEMIC CURRICULUM VITAE
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Home:
501 Iris Plaza
Namyang-dong 1268
Hwaseong City
Gyeonggi-do
South Korea
Telephone: 031-366-7231
445-010
E-mail: fatinkerbell@yahoo.co.uk
School:
Songsan Middle School
558 Sagang-ri
Songsan-myon
Hwaseong City
Gyeonggi-do
South Korea
445-874
Telephone: 031-357-1020
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Research:
The most recent research I undertook concerned the philosophy of language. A proposal for a D.Phil (Philosophy) was approved in 2002 by Stellenbosch University, South Africa. My research centered on the work of Paul Ricoeur, a French 20th century philosopher. He explored the links between our understanding of metaphor in language, to our experience of time, history and personal identity. The title of the proposal was: “Imagination and Interpretation in the Phenomenological Hermeneutics of Paul Ricoeur.” This research has not been completed to date.
I was led to the field of language research thanks to an article I co-wrote with my supervisor, Prof. W.L. van der Merwe, entitled: “Liberalism, Communitarianism and the project of ‘self’.”, which appeared in the South African Journal of Philosophy, Vol. 20 (3), 2001:35-54. In this article I picked up on the concept of “narrative identity” as it relates to multiculturalism. It formed a bridge between my M.A. (Philosophy) research into the “self” from religious (Kierkegaard), atheist (Sartre) and psychological (Jung) viewpoints, to the “self” from a linguistic viewpoint (Ricoeur).
While starting research for my doctorate I was at the same time (2001 – 2003) teaching a second-year course on the philosophy of language, using the language models of Ferdinand de Saussure, Ludwig Wittgenstein and Paul Ricoeur. In my free time I cintinued to study Italian, a subject I had studied for a year (1992) at the University of Cape Town, South Africa, and I gradually acquired it as a third language. I was thus able to relate my personal experience of language acquisition to the theoretical tools I’d acquired at University through researching and teaching the philosophy of language. I am currently studying Korean on my own, and am making good progress. It is my future wish to practice and research ever more efficient models of language learning, language teaching and language acquisition.
Academic and work experience, 1989 – 2009.
1989:
Elected headgirl, Die Kruin Highschool, Johannesburg, South Africa. Elected vice-headgirl, Die Kruin’s boarding school. Finished year with the following academic scores: English, second language, higher grade, A; Afrikaans first langugae, higher grade, A; Math, higher grade, A; Science, higher grade, A; Computer Science, higher grade, A; Anatomy and Music, standard grade, A; Practical Ballet, standard grade, C. Appeared in the ballet “The Nutcracker”.
1990:
Served term as headgirl, sang in the school choir, organized school concert and pageant. Graduated highschool with the following academic scores: English, second language, higher grade, A; Afrikaans, first language, higher grade, A; Math, higher grade, B; Science, higher grade, B; Computer Science, higher grade, A; Anatomy and Music, standard grade, A; Practical Ballet, standard grade, C. Appeared in the ballet “The Nutcracker”. Award for best student in Matric (Valedictorian).
1991:
January to April: First worked at the Hyperama, Roodepoort, South Africa, with duties: cashier, till controller. Then worked as watch salesperson, Malco, Roodepoort. May: Worked as a telephone salesperson for La Cote d’Azur holiday resort, Margate, South Africa. June to August: Travelled in Europe: France, England, Italy, Switzerland, Turkey, Greece. September to December: First worked as waittress, Mike’s Kitchen, Margate, and then as receptionist, La Cote d’Azur, Margate.
1992:
January to April: Worked as waittress, Mavericks, Stellenbosch, South Africa. Enrolled at the University of Cape Town, South Africa for MB ChB (medical studies), but quit for personal reasons. May to November: After quitting medicine I continued to study Italian, an elective, for the rest of the first semester and then switched to B.Soc.Sci (Bachelor in Social Science) in the second semester. Finished year at the University of Cape Town with the following subjects and scores: Italian, C average; African Studies, cum laude, Ancient Roman History, cum laude, Archeology, B average. December: Attended University of Cape Town Archeology dig in Langebaan, South Africa, with Prof. John Parkington.
1993:
Enrolled at Stellenbosch University, South Africa, for B.A.Law, and completed the year with the following subjects, all cum laude: Afrikaans and Dutch 1, English 1, Latin for Beginners, Introduction to Law, Public Law 1, Private Law 1 (The Law of Family and Persons), Philosophy 1, Economics 1. I was awarded the prize for best first year Law student with an average of 83% for Private Law 1. Work experience: Sold flowers in restaurants. Attended the University of Cape Town’s archeology dig in December with Prof. John Parkington.
1994:
Continued B.A. Law, second year. My subjects were: Economics 2, Philosophy 2, Latin 1, German for beginners, Private Law 2 (Law of things, Law of wills and testaments). I completed the year with a C average for Private Law 2, and cum laude average for all other subjects. Work experience: Worked in Botswana, Africa, over the summer holidays as a sales rep for Duplex Importers and Exporters, a Stellenbosch based company. My hobbies during this time included teaching myself to play the electric guitar and writing several songs.
1995:
January to May: Continued B.A. Law, third year, then quit for personal and financial reasons. For the rest of the year I worked at the following jobs: Worked as sales rep for Duplex Importers and Exporters in South Africa, Zimbabwe and Botswana. Worked as waittress, Vinkel en Koljander Restaurant, Lanzerac wine farm, Stellenbosch. Worked as catering waittress for Lanzerac wedding functions. Worked as bartender at Die Dros and De Kelder, Stellenbosch. Played the role of narrator in the Breughel theatre (Cloetesville) production of Medeia, for which I composed melodies for the narrators lyrics and performed it with singing and guitar. Won ‘Best Supporting Acctress’ award at a Cape Town Arts Festival for this role.
1996:
Worked as waittress, Decameron Restaurant, Stellenbosch. Resumed studies in the second semester (July), switching from B.A. Law to B.A. with Economics and Philosophy. Completed second semester modules of Economics 3 and Philosophy 3 with a cum laude average.
1997:
Worked as waittress, Decameron. Was hired as Philosophy Department assistant and tutor. Duties as departmental assistant included basic administration, organizing photocopies, dealing with library books, and running other such general errands. Duties as tutor included teaching tutorial classes in Logic, and Morals and Ethics, and grading papers for Logic, and Morals and Ethics. Completed all outstanding Philosophy 3 and Economics 3 modules, and graduated cum laude in December. Received prize as best third year philosophy student.
1998:
Was hired as personal assistant to Prof. W.L. van der Merwe. Duties: research assistant, teaching assistant. Researched Multiculturalism. Taught Modern Philosophy. Continued to work as Philosophy Department assistant and tutor. Continued to work at Decameron Restaurant. Completed B.A. Honours (Philosophy) with subjects: Post-structuralism, Philosophy of Religion, Hermeneutics and Phenomenology. Researched and wrote two mini theses: ‘The Virtue of Tolerance’ and ‘Entropy in the thought of Simone Weil’. Graduated B.A. Honours (Philosophy) cum laude. Travel: visited Italy in the summer.
1999:
Began M.A. (Philosophy) with Master’s Thesis: “The Self in the thought of Kierkegaard, Sartre and Jung.” Courses taught as teaching assistant: Philosophy of Art, Modern Philosophy, Philosophical Anthropology. Worked as video shop clerk, Vee’s, Stellenbosch. Worked as dance instructor, John Murray Dance School, Stellenbosch. Appearance of an article translated by me from the original Afrikaans and written by my supervisor, Prof. W.L. van der Merwe, in the South African Journal of Philosophy. Afrikaans article: “Erkenning van kulturele verskille, Tydskrif vir Geesteswetenskappe, 41(34), 268-282. English: “Cultural Relativism and the Recognition of Cultural Differences.” South African Journal of Philosophy Vol 18(3): 313 -330. Travel: visited Italy in the summer and in the winter.
2000:
Continued research on Jung, Sartre and Kierkegaard. Taught as assistant: Modern Philosophy. Philosophical Anthropology. Completed thesis in November. Continued to work as dance instructor, John Murray Dance School. Worked as temporary secretary for the Philosophy Department during summer holidays while regular secretary was on leave.
2001:
March: Graduated M.A. (Philosophy), 80%. Taught Modern Philosophy and Philosophical Anthropology as assistant. Hired as temporary lecturer to take responsibility for a quarter semester module: The Philosophy of Language. My duties were: planning, writing course outlines and handouts, teaching classes, handling administration of students scores, setting tests, exams and term papers and grading tests, exams and term papers.
2002:
Presented paper “Jung and Philosophy” at the 28th Annual Conference of the Philosophical Society of South Africa, University of Stellenbosch, 21 – 23 January. Worked as writing tutor at the Writing Center, Stellenbosch University. Taught Philosophy of Language. Submitted D.Phil (Philosophy) proposal: “Imagination and Interpretation in the Phenomenological Hermeneutics of Paul Riceour”. This proposal was accepted, but the research has not been completed to date for both personal and financial reasons.
2003:
Continued research. Taught Philosophy of Language, same duties as before. Performed in the play ‘Mort’ by Terry Pratchett as member of the Inklings Drama society.
2004:
Continued research. Worked as waittress, Decameron Restaurant.
2005:
Continued research. Modelled for the Fine Arts Department, Stellenbosch University.
2006:
Completed TEFL (Teaching English as a Foreign Language) and TEYL (Teaching English to Young Learners) courses at EC Language School, formerley Boston College Language School, Cape Town, South Africa. Studied French for a short while at Alliance Francais, Cape Town, South Africa.
2007:
January to February: Taught Afrikaans to private student of the Cape Town Language School. From March onwards taught English at Kumorae (Goldsand) Elementary School, Unhaeng, Sihueng, South Korea. Duties: Teaching grades 4, 5 and 6 (42 students per class). Extra classes for grades 2 and 3 (12 students per class). Planning and teaching open class. Designing lesson plans. Summer and winter camps. Adult classes.
2008:
Started teaching English as Songsan Middle School, Sagang, Hwaseong City, South Korea. Duties: Teaching grades 1, 2 and 3 (36 students per class). Extra conversation classes (5 – 12 students per class). Speaking tests. Designing lesson plans. Presenting open class for parents. Summer and winter camps. Served as the secretary of the Hwaseong Newsletter group.
2009:
Continued at Songsan Middle School, same duties as before.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
REFERENCES:
1. Prof. Willem Lodewikus van der Merwe
Dillenburgstraat 3
3583 VA Utrecht, The Netherlands
Tel: 0031 (0) 20 5986617 (h) / 0031 (0) 62373807 (w)
Fax: 0031 (0) 20 5986635
E-mail: wl.van_der_merwe@th.vu.nl
2. Prof. Anton A. van Niekerk
Stellenbosch University
Department of Philosophy (Chairperson)
Private Bag X1
Matieland
7602
Tel: +27 21 8082418 Fax: 27 21 8083556
3. 문 기 승
Head English Teacher
Songsan Middle School
558 Sagang-ri
Songsan-myon
Hwaseong City
Gyeonggi-do
South Korea
445-874
Telephone: 031-357-1020 or 031-357-1021
E-mail: gssarang@hanmail.net
4. 김 순 기
Principal
Songsan Middle School
558 Sagang-ri
Songsan-myon
Hwaseong City
Gyeonggi-do
South Korea
445-874
Telephone: 031-357-1022
____________________________________________________________________________
Monday, October 5, 2009
Earth cadet.
Pursuant to a conversation I had with my mom this past weekend, I've decided to jot down a few notes about the missing link between theory and practise. No matter what you study at school, college or university, when called on to implement what you've learnt, you encounter problems.
An example: when I was being prepared on a theoretical level 'how to teach', I understood on a theoretical level that students might 'misbehave' in class, and I knew on a theoretical level how to 'deal' with it. But learning in theory about classroom management doesn't come close to the practise of actually being in a classroom filled with inattentive students. In practise, I've found, students respond to one method of classroom management one day, and the next day that same method maybe doesn't work. The pristine beauty of the various theories of language learning are somehow never realized in an actual classroom, because you can hardly get beyond the first step of simply introducing the lesson, before needing to glare at a noisy kid about to throw a paper missile at her friend.
Speaking of first steps, here is another example from the world of teaching: When I was a dance instructor I learned basic ballroom steps which then I had to convey to my dance students. The theory of how to lift your heels or your toes, how to angle your arms and hips, how to turn your head just right, was for the most part wasted on beginners struggling to remember just the following basic rhythm: 'Slow, slow, quick - quick slow; slow, slow, quick - quick slow". That's the two-step by the way. So, again, in theory one should first step on one's toe, then heel, going backwards, and lift the toe of the front foot while keeping the heel on the floor... In practise it is useless to try and force your student to do that if he or she can't remember whether to start with the right foot or the left foot.
So: there is a gap between theory and practise. And where there should be a link to bridge this gap, there is simply ... frantic improvisation for the most part.
So, the discussion I had with my mom was about Project Runway 6, the first episode, where this 'gap' jumped out at me: One contestant who had actually studied design and could use all the terminology correctly ended up in the bottom two because he was stymied when his model turned out to be a bit fatter than he'd expected. Another contestant who had had no schooling, and didn't know the terminology, ended up winning the challenge. A clear demonstration that theory doesn't prepare you instantly for practise. You gotta first get your hands dirty, trying things they didn't teach you at school, before you can make a dress, dance a two-step, or teach an English class.
Then there was the 'space cadet' contestant. My mom called her the 'space cadet'. 'Space cadet' means: someone who is not on the same plane as others. Someone who's 'out there', 'weird', 'way-out', 'crazy'. The space cadet stood on her head while others were drawing their designs. She doesn't draw. She communes with the fabric.
Design school no doubt teaches you to draw your design first, then start sewing. This contestant clearly wanted no part of design school ideas. And you know what, you can't blame her, because it does often seem that all the stuff we've learned through-out our lives at school have been pretty useless. Space cadet has eschewed theory entirely and is convinced she can practise more purely without all that school stuff impeding her creative flow.
There are a lot of space cadets out there, who have given up on theory, or look down on theory, because in our experience as human beings we've learned that theory doesn't take you all the way to practise. It leaves you at the gap to your own devices.
Enter: Earth Cadet! This is my humble suggestion. When you find yourself in that gap between theory and practice you have to call on your inner space cadet to come up with freaky ideas. But then your space cadet has to land back on earth, where certain things work and other don't, where certain things are accepted and others aren't. And it is advisable to go with what is commonly accepted.
Space cadet was eliminated from the competition. I bet you anything that if she had just taken the time to put the theory of 'sketching before manufacturing' to work she wouldn't have been.
An example: when I was being prepared on a theoretical level 'how to teach', I understood on a theoretical level that students might 'misbehave' in class, and I knew on a theoretical level how to 'deal' with it. But learning in theory about classroom management doesn't come close to the practise of actually being in a classroom filled with inattentive students. In practise, I've found, students respond to one method of classroom management one day, and the next day that same method maybe doesn't work. The pristine beauty of the various theories of language learning are somehow never realized in an actual classroom, because you can hardly get beyond the first step of simply introducing the lesson, before needing to glare at a noisy kid about to throw a paper missile at her friend.
Speaking of first steps, here is another example from the world of teaching: When I was a dance instructor I learned basic ballroom steps which then I had to convey to my dance students. The theory of how to lift your heels or your toes, how to angle your arms and hips, how to turn your head just right, was for the most part wasted on beginners struggling to remember just the following basic rhythm: 'Slow, slow, quick - quick slow; slow, slow, quick - quick slow". That's the two-step by the way. So, again, in theory one should first step on one's toe, then heel, going backwards, and lift the toe of the front foot while keeping the heel on the floor... In practise it is useless to try and force your student to do that if he or she can't remember whether to start with the right foot or the left foot.
So: there is a gap between theory and practise. And where there should be a link to bridge this gap, there is simply ... frantic improvisation for the most part.
So, the discussion I had with my mom was about Project Runway 6, the first episode, where this 'gap' jumped out at me: One contestant who had actually studied design and could use all the terminology correctly ended up in the bottom two because he was stymied when his model turned out to be a bit fatter than he'd expected. Another contestant who had had no schooling, and didn't know the terminology, ended up winning the challenge. A clear demonstration that theory doesn't prepare you instantly for practise. You gotta first get your hands dirty, trying things they didn't teach you at school, before you can make a dress, dance a two-step, or teach an English class.
Then there was the 'space cadet' contestant. My mom called her the 'space cadet'. 'Space cadet' means: someone who is not on the same plane as others. Someone who's 'out there', 'weird', 'way-out', 'crazy'. The space cadet stood on her head while others were drawing their designs. She doesn't draw. She communes with the fabric.
Design school no doubt teaches you to draw your design first, then start sewing. This contestant clearly wanted no part of design school ideas. And you know what, you can't blame her, because it does often seem that all the stuff we've learned through-out our lives at school have been pretty useless. Space cadet has eschewed theory entirely and is convinced she can practise more purely without all that school stuff impeding her creative flow.
There are a lot of space cadets out there, who have given up on theory, or look down on theory, because in our experience as human beings we've learned that theory doesn't take you all the way to practise. It leaves you at the gap to your own devices.
Enter: Earth Cadet! This is my humble suggestion. When you find yourself in that gap between theory and practice you have to call on your inner space cadet to come up with freaky ideas. But then your space cadet has to land back on earth, where certain things work and other don't, where certain things are accepted and others aren't. And it is advisable to go with what is commonly accepted.
Space cadet was eliminated from the competition. I bet you anything that if she had just taken the time to put the theory of 'sketching before manufacturing' to work she wouldn't have been.
Sunday, October 4, 2009
What's up with that!!!???
I am TRYING to POST a VIDEO ... and I can't!!!!!!! Why oh why??? Anyway, anyone who is interested in seeing the (very cool) video can just type 'Christine Jonker Language Presentation' in the YouTube searchbox.
Video presentation: Language skills.
[URL=http://s677.photobucket.com/albums/vv133/fatinkerbell/?action=view¤t=SMOV0031.flv][IMG]http://i677.photobucket.com/albums/vv133/fatinkerbell/th_SMOV0031.jpg[/IMG][/URL]
Subscribe to:
Posts (Atom)