Marco TS#14

Dojun and I met again for the last time, it was bittersweet. I've grown fond of this dude, he's a cool guy, but we finally did ti and completed our lessons needed. We started today with basic conversation again, he was telling me about work and I told him about what i was doing in my lab and the schedule I was working on. We then got back to the tongue twisters but we focused on sh/ch tongue twisters. These weren't as hard for him as R/L tongue twisters but we worked on it anyway. Afterwards we did revisit the R/L tongue twisters and I could tell how he lost the habit of practicing it. But he did get it back up in no time. All he really needs is mouth exercise practice to get his pronunciation down perfectly, which is really just developing habit, and forcing himself to use more articles and propositions in complete sentences. Other than that he's pretty well off at least for conversation and as a tool for communication.

Marco TS#13

Today I wanted to get Dojun talking a lot, so I asked him what he did during the day. He mentioned he went to go see a movie with his girlfriend. I didn't know he had a girlfriend so he went on to tell me how they met, how long they've known each other, their time in college, the fact that she still lived with her parents, which transitioned us into his living arrangements. He mentioned that South Koreans usually live at home until they get married, when I asked why he lived alone, he stated that it was because he had to move for work. We then spoke about the military at length and his time in the service in the Air Force. So for about the first 35 minutes he was telling me about all this as I coached to on how to conjugate verbs properly, use complete sentences, pronounce different words, arranging sentence structure and so on; though to be fair he is already fairly good. Finally we revisited the tongue twisters, but this time I made him say them faster than he was used to; and he did fantastically well. I have tasked him with continuing his practices with the tongue twisters and to get faster, but he is well on his way to being very proficient in the English language.

Marco TS#12

Today I had Dojun listen to what I do lab. Since he wants to improve his listening i was explaining the procedures we do in lab and how we record neurons' behavior. Granted that this is a very specialized subject in it of itself, he was very proficient in understanding the basics of what I do and was able to keep up the conversation and answer my questions accordingly. After the work in lab I explained how the nervous system works and the mechanics neurons use to communicate. Again, despite the fact of this being a very specialized subject, Dojun did very well in understanding the concepts and answering my quiz questions afterward. After that we went back to tongue twisters. His proficiency with the letter L is far greater than with the letter R, but he has shown great improvement in both respects. To kind of switch things up we went over the "th" sounds, which he had to trouble with, and the "sh" sounds which was easy for him as well. We finished on the R's and L's again and left it at that. I'm very satisfied with his progress on how to differentiate the R and L sounds.

Marco TS#11

Dojun and I skyped again and picked up with the tongue twisters. We went over the tongue twister list with R's in it and he did great. Right at the start of the session when I asked if he'd see the video on pronunciation his clarity was shockingly good. I was very pleased with how well his pronunciation had improved in a matter of hours. We continued with the R list tongue twisters and he is definitely improving. After some practice with the R tongue twisters we went onto L tongue twisters which I assumed would be harder for him, and I was right. But he still performed admirably and his pronunciation is greatly improving.  After some practice going back and forth  with the tongue twisters I left him the assignment to read over them and try to be able to say them faster next time we meet. Finally we continued with out conversation exercises where he explained the current sate of affairs South Korea and North Korea are in currently due to a land mine that was planted in the South Korean territory by the North Korean government.

Marco TS#10

Dojun and I had to reschedule due to a work emergency he had. When we did skype we went over pronunciation, mainly the difference between "r" and "l". I showed him the "Friends" video we saw in class where Chandler and Phoebe go to buy a ring and I had him describe what was happening to me. This video was actually very useful due to words like "haggle", "marry", "ring", "credit card", "carat", and other such words with L's and R's. After that I had him explain to me what had happened at work and why he had to reschedule the session so I could get him speaking. His proficiency is advanced enough that he is able to use shorthand in conversations but I had to remind him to use complete sentences and avoid vague words like "thing". Finally we went over tongue twisters to help his pronunciation with the R's and L's and I left him with an instructional video on how to pronounce them.

Marco TS#9

I skyped with Dojun and we had a rudimentary assessment session. It was 9:30am here and 10:30pm in Korea. He told me that he works for an airline and compared it to Southwest in the US or Air Hawaii. Dojun is a flight planer for a Korean airline and mentioned that he wanted to improve his English to be able to interact with more people around the world, but also because at his work he needs to sometimes interact with people from Japan or China and as a result they resort to English to communicate. Specifically he mentioned that he wanted to improve his speaking and listening. So for our first lesson I showed him 10 sentences that have words spelled exactly the same way but have different meaning. Such as "produce" as a noun and "produce" as a verb. They are spelled identical but the meanings and the way they sound are entirely different. I plan to continue with the speaking  and listening lessons so as to fit his needs.

James CO3

8/13

Today I observed John Doe's lvl 3 reading class.  I really like how he leads his class, very casual and relaxed learning environment.  He also uses the board very well.  I think I learned a lot about how to start a class by just watching him.  He wrote vocabulary words on the board even before the start of class and when a new word would come up, he would stop, write it on the board and give a definition.  He also encouraged class participation by having he students spell the new words first and having them try to explain them.  He explained the "Cornell" note taking strategy, something I had never heard of, and how to take good notes.  His rate of speech was level appropriate and had visual aides to assist in explaining new vocabulary words.  I think I will definitely incorporate some of his techniques into my own teaching lessons.  I also like being able to observe classes like this online. Are there more available?

Genevieve TS#12

I gave Boram a wide-cited article by the sociologist William Goode entitled "Why Men Resist" at our previous session. She read the long article and then we discussed the ideas as they apply to U.S. culture and then as they apply to S. Korean culture. It was interesting to see the differences, but more interesting to see the similarities.

Jordan TS#15

On August 10 I tutored David for the sixth and final time. We started with scene writing from his workbook. It asked him to describe an attic in winter. Doing this exercise was like pulling teeth. I was bound and determined that we were going to describe an attic in the winter. David tried the path of least resistance with things like "I don't see anything" and "I don't hear anything", which I allowed as long as he put why and used complete sentences. We got a nice five sentence paragraph, and I felt as satisfied as I was going to get. Moving on, we went to me reading aloud from a book about why you wouldn't want to be an Aztec sacrifice. David didn't want to read it, but I was really trying to channel my inner Marco. We got through the whole thing with a little discussion on Aztec culture. Interestingly, as part of David's diversion tactics (or general unfocused nature) he ended up reading some of the side bits of information about the culture while I was trying to read the main story like parts. Then we spent some time trying to find something else to read, but I made sure to keep us on track as much as possible. It felt pretty good to actually get stuff done. I feel like there is more room for improvement, but I felt good for my last session with David.

Jordan TS#14

On August 7 I tutored Do-jun for the seventh time. Again we went over the video from the previous session. He did very well with this one. As I had hoped, once the somewhat unintuitive concept is understood, the listening is not too difficult. There were a couple things I had to recap, but we didn't even give it a second rewatch this time. I forgot to go over the concepts for the new video before his first watch through, so it was a bit painful at first. Fractions are obvious once you know what the word means, but until then it obscures the meaning of the rest of the video. One of the problems we had with this one was that the actors were talking softly in a couple of place. The pace of the speaking has always been "fast" according to Do-jun, so that made it very difficult to understand a few key parts. When I said them at a more clear volume, he picked it up pretty quickly. I tried a physics video afterward since we had some time. The speaker is very clear, but I forgot that he is also very fast. It was too much on top of the concept difficulties, so I left it at that.

Jordan TS#13

On August 7 I tutored David for the fifth time. Ms. Hong asked if I could have him do the opinion writing section in his workbook, so we started with that. David is not a fan of writing either. I allowed him to do an opinion piece about dinosaurs, since he is fond of them. We went over the topic and three supporting reasons with supporting details. He wrote the introduction paragraph without much issue, but then he tried to write each supporting paragraph as if it was the introduction to an new opinion essay as to why that supporting detail was true. I had to remind him that we are assuming these details are true and using them to support the topic. He is trying to do this by rote to such a high degree, that I don't even know how much understanding is actually sinking in. It was slow going, but we got an essay written. I thought about doing the revision part, but he was clearly burned out on it by that point. It didn't seem like the effort would be worth the likely minuscule payout. After a quick math game that he suggested, he was much more energetic. I asked him what he wanted to learn about, and went to get the young readers version of the World Book encyclopedia. I figured it is a good time for him to learn research. Getting him to read anything was still a chore, but I tried to stick to it more and managed to get some satisfactory results. Not as many as I would like, but some. I am trying to take Marco's attitude more to heart. It takes practice, but I think I can get it.

Jordan TS#12

On August 4 I observed Marco tutoring David Hong. David did not complete the homework as instructed and got about half of the sentences wrong besides. Continuing with the Edgar Allen Poe theme they moved on to "The Tell-Tale Heart". Similarly to last session, Marco made sure to keep recapping as they went along and they were getting along into the story much more than with "The Raven". Some phrases of old have become archaic, so thing like "to wrong someone" or "give insult" are less commonly heard nowadays. However, phrases like "take the life of someone" I would have expected David to have heard. David made a point about how taking the life from someone might not mean death because of things like zombies, and Marco told him not to sass. This session really brought to light a lot of little phrases like "ray of light" and "foresight" that I would expect anyone to have heard and be able to explain or make a good guess at the meaning of. Even going into fifth grade David is not even able to give a reasonable attempt at a guess. Furthermore David did a very poor job of remembering the relatively few events of the story thus far despite the amount of time spent going over them in plain English and making sure that he understood at the time. Marco made a point that he has to read with his mind and not just with his eyes. With a lot of hints and prodding David managed to give a story recap up to where the narrator first shines the ray of light onto the old man.
I could see the frustration in Marco today more so than last session. It's hard to say what the proper course of action is when a student seems to be putting almost no effort into learning at all.

Jordan TS#11

On August 3 I observed Marco's tutoring of David Hong. David did not do the homework Marco had assigned and did not bring his book, so Marco broke out the Edgar Allen Poe. This is intensive reading for certain. Five words into "The Raven", David asked what "dreary" meant. They looked up the word, and Marco described a dreary scene so that David could make a sentence using the word. As they stopped over "ponder" and "weary", Marco would have David guess at the meaning while giving clues from the story to lead David toward the answer. After every stop Marco would reread from the beginning to keep the entire scene on track. Then he had David try to describe the scene, but David just used the books words. Marco took over describing the scene to make sure David understood what was going on. Whenever they got new information from the story, Marco would ask David if the scene they had been describing had to be changed. Since they were guessing at some details before, it was necessary to revise the imagined scene every so often. When they eventually got through the second paragraph, they went over the scene established in the first paragraph again. They ended up with 10 vocabulary words from those first two paragraphs, and there they stopped. They went over the vocabulary words again, and Marco assigned homework that David should right the definition and a sample sentence for each of those ten words.
Marco is a very no nonsense guy. He knows when David is not putting his all into this and calls him out on it. This is my main weakness, and very good for me to see in action.

Jordan TS#10

On July 31 I tutored Do-jun for the sixth time. Similarly to last week, we started off by rewatching the difficult video from the previous session. I had a bit to go over again because the concepts were so deep beyond what was outwardly said. It's a really funny clip once you understand what is going on, and seeing Do-jun chuckling was my confirmation that he was getting it at least a little. The new video for this week allowed me to discuss homeschooling practices in America. It is apparently either very uncommon or not a thing at all in South Korea. I wasn't sure. Some of the concepts were a little difficult in this video, but not to the extent of last week. For instance the school used a student classification system of "Leopards", "Chipmunks", and "Giraffes" to disguise to the students and parents which students were advanced, average, and below average. Once you understand this admittedly somewhat unintuitive concept, it's not too difficult to follow what's being said. I worry a little that Do-jun sometimes says he understands when he's gotten maybe 75-85% of what I'm explaining. In the end it just means that I explain something a second time and we watch the video again, so hey, more listening practice, but it leaves me unsure if I need to say more or let him try things out.

Jordan TS#9

On July 31 I tutored David for the fourth time. This session did not go as well as the last session. I got books on dinosaurs because David likes dinosaurs. This kid is very good at deciding what he likes and (more often) what he does not like/care about at a glance. Then he simply skips over what he doesn't like. We spent more time looking for things he wanted to read than actually reading, even including the number of times I stepped in to make him read more than he wanted to anyway. Especially coming off of last week this was a bit of a let down.

Jordan TS#8

On July 24 I tutored Do-jun for the fifth time. We kept to the Desperate Housewives videos. Starting off we reviewed the more troublesome of the videos from last week. Since we had discussed in detail the events that took place, he would know what was coming, but after a week it was still good listening practice because he couldn't have remembered any exact details of what was said. In the end he felt pretty good with it, but there were still two difficult parts to go over a little. Then we moved to the next video. I went over some difficult words beforehand, but the concepts turned out to be more interesting than I had planned. This video was full of "polite" understatement and hidden meanings, the extent of which I had not realized until we were in full discussion. By the end we had things sorted out, but I was amazed by how easily I overlook difficult concepts simply because they are second nature to me.

Jordan TS#7

On July 24 I tutored David for the third time. I stuck with non-fiction because it seems that he doesn't want to connect to the fiction stories. This way he is at least interested in the subject matter. He was reluctant to read, as usual, and tried looking at pictures or asking me random questions about everything and anything to keep us off course. Alas, he succeed more than I would have liked, but I did manage to get him to read a little too. Then I pulled out the book on rats I had found. This book had almost no pictures and I decided to try out reading aloud. It went pretty well. I made sure he was following along with me, kept to the most interesting bits when I could, and stopped to ask questions about anything I thought deserved extra mention. By the end he was the one who dictated that we do one more paragraph before wrapping up. It felt positive, so I hope things can continue in this manner.

Jordan CO#3

On July 23 I observed Candice Walters' reading class. We started off with the schedule. We were reading more from the novel and watching from the movie. Then she introduced me and pushed a bit for some questions for me. It wasn't too hard to get this group talking. Then we passed out copies of "Fantastic Mr. Fox" and picked up where the class had left off. Mrs. Walters reminded the class about the word "starving" and brought everyone back up to speed on the plot so far. A student asked about the word "dug" which she had used in her plot summary, so we went over the verb forms of "dig" remembering that it is irregular. The Mrs. Walters read aloud to the group and had everyone follow along.
She stopped occasionally along the way to ask about interesting words or get input about what was happening or what might happen next. For instance we went over "plump" and "plucking", asked where the foxes and badgers might be digging to, and discussed the use of "finished" in the sense of "going to die". Then we paused in our reading for a bit to watch some of the movie.
The movie differs a bit from the book starting mostly at about the point where we were, so we discussed some of the differences afterward. Then we returned to the book. Again Mrs. Walters read and paused whenever there was an interesting or difficult word or concept, and students would occasionally ask what something meant as well. We went over what a "grin" was and had everyone model the face described by "stood and gaped". We discussed the word "grub" in the context of "food," the action of "licking ones chops," and what it means to be "mad about" something if one is not angry.
This class showed me the use of reading aloud to the class as a tool for bringing the students' listening skills in to help with their reading skills. Mrs. Walters was also very good at getting student input as to what words and phrases might mean before she explained it to them. The answers were varied and not always correct, but it seemed good to get them thinking critically about figuring new words out on their own before turning to get help.

Jordan TS#6

On July 15th I tutored Do-jun for the fourth time. I picked out a couple scenes from Desperate Housewives (per his suggestion), and we got along reasonably well. He says it's a little fast, but he didn't have to rewatch the videos more than once or twice to understand rather well what was taking place. I also made sure to go over the difficult vocabulary beforehand and try to talk about things like handicap parking to see what correlations exist in Korea. They apparently have a similar system. I then asked about parts that I thought would be tricky to see if he could figure out what was meant. For example, the lady points to her car at the handicap tag and says, "I have the thingy". The word "thingy" was a bit confusing to him, but we eventually worked out what was meant. The second video turned out to be a bit more challenging for him because they did a bit of roleplay which made the scenario a little harder to read. Add to that a little economics talk, and I had a few things to explain. I'm trying to remember to model things better. I keep defaulting to my usual explain things to death mode, which is less helpful here.

Genevieve TS#9

Boram and I met with our children at Boram's pool. We have a very involved discussion of human rights based off of the book I had given Boram to read. Boram had so many questions and I was filled with answers. She even asked me for reading for her husband and I gave her an article and a ted talk.

Genevieve TS #7

Boram and I found a quite place in the CIES on July 16th for our first tutoring session together. I started like I did with the other tutees and I asked her what she enjoyed most and least about learning English. What was the most challenging and what was the least challenging? Once I had an idea about that I was able to come up with a plan for our future sessions. We discussed how things were going in the class for Boram and how I could most be of help.

Genevieve TS#8

Boram and I met at a playground with our children. We sat at a picnic bench and discussed U.S. and S. Korean culture. It was a very in-depth discussion. I learned a great deal about Boram's aspirations. I also learned so much more about S. Korea, even though I had learned so much in class from Dr. Kim.

Genevieve CO#1

My first class observation was attending Victoria Davis' group 3A 9am class. Victoria had a great command of the class from the moment she walked in. She began by taking attendance. Then she quickly moved on to checking everyone's homework. She walked around the room and looked at each person's notebook. She addressed their questions. Then she moved on to the first activity for the day. When a question came up that she did not have an answer to she was honest that she didn't know but assured the class she'd find out and have the answer for them the next day. The second activity was group work. Victoria handed cards out to us and then we had to get the other two students to guess what were had, without actually using the word. Everyone enjoyed the activity. The final activity was a game where the class was divided into two teams and one at a time, taking turns between teams, a student would come up to answer a question on the spot - if correctly answered the respective team received points. Afterwards I met with Victoria to discuss the class and I told her I thought she really was a great teacher.

Genevieve TS #6

Jun's second essay came in on July 20th. I again corrected each error and made notes as to each one. I was concerned that it wasn't live the way the Skype calls were, but this actually was having much better results in that I was getting to see Jun's actual work and provide detailed feedback and guidance.

Genevieve TS #5

Jun's mother and I were concerned about the quality of the Skype calls. She asked if Jun could write essays and if I could provide feedback and I said I could certainly do that. So she began emailing me his writing. His first essay came in on July 17th. It was quite good with few mistakes. I used different colors to address the various mistakes and left notes about each error. I also offered praise on the overall product.

Genevieve TS #3

I skyped Jun on July 10th. There seemed to be some technical difficulty. Everything was working properly on my end. Jun's mother let me know that the image on there end wasn't very good so decided to hang up and try reconnecting. That didn't really work, and then I couldn't see them when I called back. So I used the messaging part and I messaged Jun about his "lexicon" and working on new vocabulary. I sent him a link to a platypus so he could add that word. Then he said he had to go somewhere and disconnected. I was getting worried that the skyping tutoring didn't seem to be working. I thought I would have been better able to keep Jun's attention fact to face.

Genevieve TS #2

I again skyped with Jun on July 3rd. He messaged me a youtube video and we discussed the video. That is not what I had planned for the start to our tutoring session but I wasn't sure how to regain the lead and Jun was very excited about the video and I could hear him watching it over and over on his end. I tried to regain his focus by discussing the video with him but then he moved on to looking at other things online. Then abruptly said he had to go and hung up on me. I don't think it was a very successful tutoring session at all.

Genevieve TS #1

My first tutoring session with Jun was on Friday June 19th which was actually Saturday June 20th for Jun, via Skype. Jun introduced me to his baby brother who he said was 3 but who appeared to be a baby much younger. I wondered if age is counted differently (like in Europe) and later I learned that it is. He introduced me to his mother. I asked him what he did outside of school and he told me he and his family played tennis. I asked Jun what he liked about English and what he didn't like. I learned that he had gone to school for many years in Tallahassee and that he missed his friends here and that unfortunately he doesn't get to Skype with them. He explained to me that his brother only knew about five words in English and that his brother was being raised in South Korea when he had been raised mainly in Tallahassee. I asked if he thought this would make any difference between them in their language acquisitions and he thought it would. I asked him how his studies were going at school and he said very good, that he always got good marks. This took all our time and we said goodbye. From speaking with Jun I would have thought he was a native speaker.

Genevieve TS #4

Yuma is 23 and from Japan. On Friday June 26th Yuma met me at my office at 4:00pm. We had a seat and got to talking. There were a few times Yuma pulled out his dictionary and a few times where I knew we weren't understanding one another, but overall we understood most of what we were talking about. I learned that Yuma is in sports management and his advisor graduated from FSU so that is why he chose to come here for graduate school. We talked quite a bit about sports management and I asked him if he was familiar with parkour which is a movement discipline. He said no but when I showed him a video he said yes, he was familiar with it but that he didn't think there was anyone at all doing it in Japan (it originates from France). Overall I thought our conversation hour went very well.

Genevieve TS # 10

I met with Junnho Byun on July 29th from 2:40 - 3:40pm. I asked Junnhu what he liked about learning English and what he didn't like. He really enjoys English and had nothing to say about not liking the study of English. I spent a little bit more time getting to know Junnhu. I asked Junnhu if accents were every challenging for him stateside but he said no, that they weren't. Then we went through and ranked what was most challenging to least challenging. Writing was most challenging for Junnhu. Reading was easiest for him. Speaking and listening were in the middle. I had Junnhu read three stories out loud, each story progressively getting a little more challenging. He seemed to really enjoy reading the stories off my kindle. His accuracy and pronunciation were very, very good. His intonation was age appropriately monotone so this is where tutoring can be useful for reading skills. After each story we would discuss what he had read and I would ask him questions about the content. I let Junnhu know that next time we would work on writing since he felt that is where tutoring would provide the most use.

Genevieve TS #11

Wednesday August 12, 2015 1:55 - 3:00pm I met with my tutee Junnho Byun. He's 11 and he's visiting from South Korea for the summer. The assignment I had was writing essays, particularly using good topic sentences. I showed him the worksheets I had (which he ended up wanting to keep). I explained the formatting of an essay and I explained topic sentences. I told him there were two kinds of essays we'd be working on today, one addressed learning English in the United States and the other involved creating an imaginative story from a list I provided. I asked him which one he would like to do first. He wanted to work on the American English essay first. I asked him if he was familiar with thought bubbles and he was. After I clarified the task further he began by brainstorming on paper. He paused and asked me how to spell "language". Once he had his ideas down he began with the writing part. He asked if his first sentence could be a question. I told him that was actually a great idea. In his conversational speaking (different from reading out loud) his intonation is very good. In fact, I don't think that I would be able to tell he is a non-native speaker from just conversing. However, last time, when we were practicing his reading skills, his intonation was monotone, though his accuracy and pronunciation was excellent, yet again, it could be age appropriate and wouldn't necessarily clue me in that English was his second language. Writing however, was a different story. Once he completed writing his first essay we reviewed it together. He correcting his errors. He often omitted the article "the" and sometimes his words were in an order that did not fit the patterns of English though I could clearly decipher the meaning he was intending to convey. We went through all these corrections together. We also discussed word choice. For example he used the word "correct" where "helpful/beneficial" would have been a better fit so we talked that through. Then we moved on to the next assignment. This time I gave him a list 3 part list: activities - running, climbing, swimming, flying, golfing, boating, sailing, skiing; characters - elephant, horse, pirate, captain, sailor, musician, cat, dog and to this he added parrot; locations - mountain, beach, ocean, desert, forest. He asked for clarification if a pirate would be boating or sailing. We discussed that pirates were around before electricity and gasoline were so that a pirate would be more likely to be sailing than boating. He picked sailing, pirate, musician, cat, dog parrot beach and ocean. He asked if he could name his story and I told him it was excellent to have a title for his story. I gave him an extra large colorful sheet of paper for his story creation. This time he didn't need a thought bubble brainstorming session and he got right to writing. His creation was delightful and I really enjoyed reading it. His story was layered and interestingly complex and seemed to be far beyond the his age level. I was really impressed. We reviewed it. Again the article "the" was often missing. What was really great was after I pointed it out twice Junnho proactively took it upon himself to correct the rest of the document. That was great to see. He used excellent topic sentences for all his paragraphs. Working with Junnho is a pleasure. He is a very focused student. I also appreciated how respectful his whole family was of his studies, and they kept the house very quiet so he could fully focus during the tutoring session.

Boram TS#16

Jennifer and I went to Starbucks to talk about the culture between Korea and America. She was about to graduate, so we talked about the different graduation ceremony. In Korea, we all wear formal suits. On the other hand, Jennifer says women usually wear dresses in America. We talked TEFL course, and we shared the all the great learning. I felt very regrettable that we did not get along sooner so we could talk more. However, we promised to keep in touch each other and see again someday. 

Boram TS#15

Jennifer and I talked about future plans after finishing this course. Since Jennifer leaves so soon, we wished to get to know well sooner. Jennifer and I talked about Korean private English Academy and Korean classroom behavior. Korean students are very polite and a classroom is usually composed of a teacher centered. So we compared the different classroom behavior between America and Korea. I felt so comfortable with the fact that Jennifer can speak Korean. Also, I asked Jennifer that how she learned Korean and how she became bilingual. It was great to talk with her.