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Using Educational Technology to Attain English-Level Inclusion for Asian Business/Technology Students

Just about if not every Native English Speaking Teacher (NEST) in Korea has faced the situation of having to accommodate students with varying, sometimes to dramatic degrees, levels of English proficiency together in the same classroom. Both the logistical and tactical problems are compounded when the objective is to teach a subject such as computer science under such conditions, i.e., when English is a means to an end versus the end in itself. This paper suggests that the principles of “inclusion,” via which traditionally-labeled “handicapped” and “gifted” learners are “mainstreamed” into the general student population, when applied with the appropriate utilization of educational technology, might present solutions to such dilemmas. At certain points the discussion within converges and even intersects with the concepts of “sheltered instruction,” but these connections will need to be addressed in a subsequent work. Please note that educational technology alone is not being touted as the answer, but rather a combination of computers and the “user-centric (if not -specific) learning environments” they create and maintain. The business/technology teaching principles described herein should generally apply equally to English “per se” classes. Also, please note that this paper is quite intentionally not written in the usual journal style: future articles will expound upon recent research examining ways of making academic writing more accessible/enjoyable to a much wider audience.