Welcome. I am teacher-practitioner of second language education. I currently teach and live in Seoul, South Korea where I have been teaching and studying since 2012. I received my master’s degree (MA TESOL) from Sookmyung University where I focused on Vygotskian sociocultural theory (Lantolf & Thorne, 2006) and ecological theories of speech perception. My thesis was a speech discrimination experiment designed to explore and examine the influence of syllable codas and foreign living experience on vowel perception by Korean English-language users. At the level of classroom praxis, I practice a Vygotskian pedagogy of dynamic assessment and concept-based instruction (Lantolf & Poehner, 2014) , following in particular the Bridging Activites model (Thorne & Reinhardt, 2008) of social communities of practice.
I have taught all levels and ages of students in South Korea and use this site primarily for teacher-reflection and informal writing on topics related to language, culture and teaching.
Concept-based Instruction (1)
Rasmussen, M. (2017) English front vowel perception by Korean elementary and University EFL Students : The influence of syllable codas and foreign living experience (unpublished master’s thesis). Sookmyung University, Seoul, South Korea. [PDF]
Rasmussen, M. (2016). Emotion Communication in Intercultural Online Chat Tutoring. Issues in EFL, 12(1). pp. 53-60. [PDF]
Rasmussen, M. (2015) Political Economy of Language Use in an International ESL Teacher Relationship in South Korea. Issues in EFL, 11(2). pp. 47-63. [PDF]