LTS – Language Teaching Studies Blog Site at the University of Oregon

February 13, 2025
by sierraj
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Fulbright Language Teachers Spotlight 2025

Every year, the University of Oregon hosts several Fulbright Language Teaching Assistants (FLTAs) within the Language Teaching Studies MA program in the Department of Linguistics. This year we have four fantastic FLTAs: Sardar Ali from Pakistan, Hekal Musuya from Tanzania, Mehmet Ozman from Turkey, and Hasan Khalaf from Iraq. Hekal is teaching in the Swahili program, Hasan is teaching in the Arabic program, and Sardar and Mehmet are teaching Urdu/Hindi and Turkish respectively in the Self Study Language Program in the Yamada Language Center. These four have been enriching our classes and lives here at UO, taking classes with the LTS cohort, making connections with their own students, and sharing their experiences and expertise in local schools and communities. Each of them introduces themselves below. Find out more here about the FLTA program and the UO Self Study Language Program!

Sardar with The Duck mascot

Sardar Ali

My name is Sardar Ali, from Buner, a district in northern Pakistan known for its serene beauty, hospitality, and Pashtun culture. I graduated in 2018 from Abdul Wali Khan University Mardan and began teaching at the University of Swat, which inspired me to pursue further education. After a year of teaching, I returned for a master’s degree, teaching diverse learners in different institutes. I’ve taught English Language, Linguistics, and Literature for four years at the University of Buner and two years in a U.S.-funded program for school children in Buner.

Currently, I am a Fulbright FLTA at Yamada Language Center, UO, teaching Urdu/Hindi in the Self-Study Program. I also organize cultural events with my fellow FLTAs and represent Pakistan’s history, diversity, and culture at UO and in the wider community. Being selected for Fulbright is a privilege as it offers professional development and exchange. I applied to gain firsthand experience in English in a native setting, develop teaching skills, and connect with a global community.

Eugene, Oregon, reminds me of my hometown, Buner, with its lush greenery and mountains, though Eugene is rainier. I enjoy the natural beauty and feel included in this polite and supportive community. Before coming to the U.S., I thought the food here would be fresh, but fast food and canned options were surprising. Thankfully, I cook using ingredients like South Asian spices and halal meat, which are easily available.

Growing up with three languages—Pashto, Urdu, and English—has shaped my interest in multilingualism and ELT. Teaching Urdu in the SSL program is challenging but rewarding, as I see students connect with their roots and history through language. The LT courses with Prof. Yerian and Prof. Sykes changed my perception of teaching with pen and paper. Their practical approach and advanced methods have transformed me into a better, innovative, and learner-focused teacher.

This program has taught me through professors, peers, and an advanced teaching environment. Developing my course and materials with feedback from advisors and colleagues has been a fulfilling and transformative experience. Overall, my learning experience is diverse and enriching, with growth in teaching methods and technologies. In the remaining terms, I aim to refine my skills further, focus on materials development, and explore U.S. academic life and culture.

Hekal Musuya

Hekal

My name is Hekal, and I’m from Tanzania. Currently, I’m teaching Swahili at the University of Oregon. I chose to join the FLTA program for a couple of key reasons. Firstly, I truly believe that teaching is my calling, and I’m eager to learn new methodologies and techniques that could benefit my home country. The second reason is the chance to fully engage in a diverse academic setting. Interacting with students and educators from different backgrounds, this experience will enable me to share the beauty of Tanzanian culture and the Swahili language with others. Oregon has surprised me. The people are warm and always express their gratitude with a simple “thank you.”

Adapting to the education system has been a challenge, especially since it emphasizes critical thinking and student engagement, I’m slowly finding my way and excited to embrace this new educational journey. The topics that interest me most in teaching and learning are lesson planning and engaging students effectively. The use of different methods, such as incorporating games and group activities, to make lessons interactive. I’m excited to create a positive learning environment, while our tech resources may be limited, I’m eager to find ways to integrate technology into my lessons to engage students and cater to different learning styles and building strong relationships with students.

Mehmet Ozmen

Mehmet in front of the NYC skyline

Merhaba! Benim adım Mehmet Ozmen. Coming from Istanbul, Türkiye, I have been teaching the Turkish language and organizing cultural events at the University of Oregon through the opportunity provided by the Fulbright Foreign Language Teaching Assistantship (FLTA) program. As a new graduate of the English Language Teaching program in Türkiye, I decided to participate in this program to challenge my teaching skills by teaching the Turkish language to a diverse group of learners with various purposes, gather experience in terms of experiencing American culture, and improve my language skills.

I am glad to be a part of this program, especially as a member of the Yamada Language Center at UO, as it has been a fantastic journey to enjoy the encouraging and warm working environment with the perfect staff and to practice my teaching with well-motivated and curious students while expanding my vision through the courses I take from the LTS and the Linguistics programs in the most hospitable classroom environments thanks to my professors and classmates. I believe this could be the only combination that would help me survive Eugene’s weather! 🙂 With this motivation, I have accumulated a significant amount of experience in terms of designing my teaching process based on the student’s interests and needs, which I also supported through the course I took during the first term from Professor Keli Yerian. Also, as one of my primary interests, I have been taking a course on pragmatics from Professor Julie Sykes to deepen my knowledge and learn how to integrate pragmatics into my lessons. It is always encouraging to be able to integrate my learnings into my lessons to provide various chances for my students and observe their learning process; therefore, I am sticking to my goals to improve my teaching skills, share my cultural background, and learn about my field while enjoying every moment in this environment with the kind people around me.

Hasan Khalaf

Salaam, my name is Hasan, I am from Iraq also known as Mesopotamia the land between the two rivers. I came to the United States to participate in the FLTA program as an Arabic language teacher. Teaching has always been my passion, and visiting the US has been a lifelong dream. Achieving my dreams of teaching and studying in the US feels like a great accomplishment that I will always cherish.

When I had the opportunity to choose between five universities in different states, I researched each one carefully. University of Oregon stood out to me because it is an inspiring place for studying and teaching, particularly due to its professional and supportive faculty. Additionally, Oregon’s stunning natural beauty and lush green landscape made it even more appealing. I have had the chance to participate in various activities on and off campus, such as leading Language Circles and joining multiple student clubs. Furthermore, I have enjoyed many outdoor activities here, including hiking, visiting snowy mountains, and playing sports, with soccer and tennis being my favorites.

Back home, I lived with my family, therefore, I did not need to worry much about cooking and doing chores. Adjusting to these responsibilities here has been one of my biggest challenges. However, I have learned a lot! This experience helped me discover hidden talents, like cooking, which I have grown to enjoy.

One of the highlights of my time here has been taking a class in the Language Teaching Studies program with Dr. Keli Yerian. I have learned innovative teaching methods, especially how to make my classes more engaging and enjoyable for students. I also have gained valuable knowledge about lesson planning and creating activities.

Every day in Oregon feels like a new adventure. This is my first time living abroad, and I am fully embracing the experience. Teaching, studying, cooking, meeting new friends, and exploring Oregon have become my passions. I am deeply grateful for this opportunity and look forward to everything that lies ahead this year.

From right to left: Sadar, Harinder (YLC Self Study Language Program Coordinator) Mehmet, and Hasan promoting YLC to freshmen

From left to right: Sadar, Harinder (YLC Self Study Language Program Coordinator) Mehmet, and Hasan, promoting YLC to freshmen

January 28, 2025
by sierraj
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Alumni Spotlight – John Wagner

Balloons at sunrise in Kapadokya

Our first post in 2025 is another alumni post, this time from a teacher who joined LTS in 2016 to obtain the MA after many years of teaching experience already. We’re grateful to our alumni who keep us posted about their lives after LTS!

Hi John! You graduated from LTS in 2016 as a teacher of Spanish and German and are now teaching in Türkiye. Can you tell us about your path as a language teacher?

During my middle school years, my family and I lived in Mexico and Central America. There I learned Spanish and gained a love for foreign languages and cultures. In college, I focused on German. I studied for a year in Germany and also decided I wanted to teach. During my teaching career, one year I did a Fulbright exchange in Germany and for two years we were teaching in an international school in Bolivia. Through the years I have found that teaching ESL is one of the better paths for those teachers that desire to teach overseas or work with foreign students in their home country. I do love working with foreign students and traveling overseas. So now I am doing both as a teacher in an international school in Türkiye.

Touring in Ancient Ephesus

What are you enjoying most about Türkiye so far?

Türkiye is a beautiful country filled with wonderful people. There are so many impressive archeological sites from a variety of different cultures spanning thousands of years. Besides meeting great people, eating delicious food and seeing amazing sites, I really enjoy the challenge of learning how to do everyday tasks in a new language and a new culture. And by the way, Turkish is great language, but quite difficult and amazingly different from other languages I’ve learned.

Has anything surprised you?

My wife and I have been amazed at how kind, honest and generous the Turkish people are, and how safe we feel there. Besides that, we have been surprised at how modern and prosperous Türkiye is, especially in the larger cities.

John and Lisa standing in front of the school where they teach

You came into the LTS program as an experienced teacher already. What do you feel has been most useful for you from your year in LTS in terms of how you have applied it to your teaching since then?

I had a lot of experience teaching foreign language and math, but not much teaching ESL. The LTS program was a big help in that area. The coursework, the instructors, and the other cohort members were invaluable in giving me not only the information that I have used, but they also gave me the opportunity to gain experience and confidence, not to mention the credentials that I have needed to continue on the path that I wanted to pursue.

What has been most rewarding to you in your career as a teacher, looking back?

My biggest reward has been seeing the growth and the gratitude of my students. I was recently able to make a surprise visit back to the high school that I taught at for the last 6 years. I probably should have called or emailed first, but I was on a tight time schedule, and I didn’t know if I’d be able to go there. Nobody knew that I was even in the area, and I was a little nervous about how I would be received. Well, I was able to see most of my former students, and their kind words and enthusiasm for the classes they had taken with me was simply overwhelming.

John and Lisa overlooking the view of Ankara

Would you give any advice to incoming or current LTS students?

Teaching isn’t the easiest career or the most lucrative. But few other jobs provide such an opportunity to make a positive impact on such a large number of individuals. Knowing and loving the subject matter you’re going to teach is important. But I believe it’s crucial that a teacher truly cares for their students and is willing to do what it takes to help them succeed – not only in the classroom, but in also in life.

Various bowls of nuts, dried fruits, olives and cheese

A typical Turkish breakfast spread

Do you have any other fun facts or stories you’d like to share about your adventures so far?

We have enjoyed our time in Türkiye and specifically at our school, but it hasn’t all been easy. In fact, as I write this, we find ourselves back in the US, trying to finally obtain a work visa. Many countries, including Türkiye, are quite fond of bureaucracy and lots of paperwork, and the regulations and requirements may change often. We are fortunate that our school is very helpful and that as a result of our visa issues we have got to spend some unexpected time in interesting places like Washington DC, Paris and Tbilisi, Georgia.

December 14, 2024
by sierraj
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Alumni Spotlight: Aleya Elkins

You graduated from LTS in 2022 and are now teaching your 2^nd year in Korea! Can you tell us more about your decision to teach there and how you got there?

I hadn’t planned to become a teacher during my time in LTS. My hope when I entered the program was to prepare myself for a career in the language field outside of classroom teaching. While job-hunting near the end of the LTS program, I concluded teaching was an invaluable experience that would make me better equipped for any future language career. I also realized I had some internalized biases about English teachers abroad and thought the best way to confront those biases was to become one myself. My initial reaction was, I can’t just move to another country, that’s wild. My sister’s reaction was, Why not? She was right, I was at a pretty good transition point; I had no job, no kids, no partner, no pets, no house, and generally nothing keeping me from selling most of my belongings and moving across the world. Except my family, who did their best to support me, and my extensive collection of houseplants, which were left in the care of said family. It was time for a life adventure.

I met some Korean friends while studying abroad in France back in 2018, and because of them I’ve had a growing interest in Korean language and culture. I had a feeling South Korea would be a good fit, and it seemed they offered good support for English teachers. I convinced my sister (who had more things to leave, but who always loves a good adventure) to apply with me, and we both got hired after an extensive application and interview process. We chose to go through the national public school system, EPIK (English Program In Korea), and used a recruiting agency, Korvia, to help us keep our documents in order. Our applications were submitted in September, 2022, we were hired in December, and we moved to Korea in February, 2023.

What are you enjoying most about living in Korea?

Ice cream with a student from the hidden ice cream shop at a local park.

My students! Many of them live close to me so I see them when I’m out and about. I have loved getting to know them and watching them grow. They show me all the best snack shops and teach me all the new Korean slang. I really got lucky with the school where I was placed. I love the students, the teachers, my class schedule, my office, the neighborhood, my apartment, and my town. My other favorite things about Korea are the language, transportation, nature, food, and the range of activities. With options like 찜질방 (bathhouses), 만화방 (comic book cafes), PC방 (computer cafes), riverside parks, historic sites, theme parks, and festivals, it’s hard to ever be bored. Korea really puts effort into creating enjoyable public spaces. There are also major aspects of Korean government and culture that I enjoy, but I won’t get into a deep discussion of Korean society here.

Did anything surprise you?

Things change so quickly in Korea. Before coming, I had heard that South Korea was known for quickly changing infrastructure, but I wasn’t prepared for speedy change to also extend to the education system. Public school teachers (with some exceptions) change schools every four years in South Korea, sometimes on a half year cycle. This means a handful of teachers leave and join my school every 6 months. This can be sad and challenging (when a surprise departure leaves a 6th grade class without a homeroom teacher, for example), but also keeps things exciting and provides great opportunities for continuous growth.

A bonus surprise has been experiencing North Korea’s interesting shenanigans. Usually it’s easy to forget the border is a mere 5km (about 3 miles) from my town, but recently they’ve been flying trash balloons over our way, and broadcasting screeching ghostly noises via loudspeaker, which makes for some unconventional office small talk.

What do you feel has been most useful for you from your year in LTS in terms of how it is applying to your teaching now?

Supporting students at a weekend dodgeball competition.

Generally, the foundational information taught in LT 535 Language Learning Design has been really helpful to me in understanding and interacting with the other teachers at my school. I’m able to recognize different teaching perspectives, which has enabled me to better learn from my peers. Aside from that, curriculum/material design skills and pronunciation instruction come to mind as most useful. One of the classes I teach has no required textbook or curriculum; I essentially have full control over what and how I teach. I’ve surprised myself with how much I enjoy designing my own curriculum. Rather than choosing a textbook to adapt, I’ve been deciding and making everything myself – from workbooks, to instructional presentations, and even simple animated games. This is something I definitely wouldn’t have the skills or confidence to do without the LT 548 Curriculum and Material Design course. While it’s certainly not perfect, it’s a fun sandbox class and I’ve gained a lot from it. What I learned in the 539 Pronunciation class has also been directly applicable, as I’ve had some students seek additional pronunciation tutoring. I’ve been able to listen to them, diagnose a few key things to work on, and give tailored guidance. I can honestly say that I use various key lessons learned throughout the LTS program daily in my teaching.

Aleya (center, right) with some of her 2022 cohort.

Would you give any advice to incoming or current LTS students?

I have two main recommendations and they’re somewhat contradictory but equally important…

1. Think about the details of each class from the perspective of how you’ll apply it to your future context. One of my favorite things about the program was how flexible professors can be if you work creatively within assignment parameters. Try to approach the assignments from unique angles and shape them to match your interests. When possible, complete assignments so they can contribute toward your final project.

At the same time…

2. Take the opportunity to collaborate with your cohort, learn about their languages, and what they hope to do with them. If you can, co-teach with them on the languages they specialize in. Get out of your comfort zone and try something you’ve never tried before, even if it doesn’t seem directly related to your future context.

Are you still able to do your amazing artwork or pursue any other interests while you’ve been there?

Unfortunately, I had to leave many of my art tools behind in the US, which has slowed my creativity and drive for personal projects a bit. Fortunately, I’ve redirected my free time into exploring Korea, international travel, and picking up old hobbies like reading and knitting. Korea provides a new home base for me to reach parts of the world I’ve never been before. I’ve been doing my best to save money and plan my trips wisely so I can visit two countries each school year. This year it was Vietnam and Indonesia. I’ve also been able to apply my art skills in fun ways to my teaching job. I drew our school as a gift to my coworkers at the end of my first year. I also create my own illustrations for teaching materials when I can’t find what I’m looking for online. One of my bigger projects was making a 40 second frame-by-frame animation that I used for dialogue practice in one of my classes. It took a long time and was entirely unnecessary, but it was lots of fun, as I think is the case with many hobbies.

Exploring Ninh Bình, Vietnam by motorcycle.

November 21, 2024
by sierraj
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LTS Student Spotlight: Nessie Kurganova

The house I grew up in. Cotton candy used to be hard to obtain, we had to go downtown for it. Now it is sold in the local park, but it is aggressively blue. I miss the fresh spun, hard-to-get, white cotton candy!

Could you tell us a bit about yourself and your background?

I am originally from Russia: born in Saratov on the Volga river, schooled in St Petersburg known as Russia’s “cultural capital”. In college, I studied sociology and cultural anthropology, with a special interest in gendered language and discourse. After my graduation in 2019, I was recruited to support the Russian program at a small university in middle Tennessee, which is how I immigrated and got into teaching Russian. I’d wanted to continue my education but would only be satisfied with just the right fit, so I took my time until I found the UO. So, in 2023, I made another big move Westward from Boston where I managed an ESL school and poured beer for a living. Though my heart aches for the respite for the Atlantic whose horizon is faintly reminiscent of my dear Eurasia, I am having a personal and professional blast here in the PNW.

You found out about LTS after you were already enrolled in the MA program in Russian, East European, and Eurasian Studies. What inspired you to do concurrent MA degrees in both programs? How do they complement one another for you?

I just acted like a typical Gemini, honestly: I can’t resist the impulsive allure of “why not los dos”. Actually, I did my research before coming here, so I knew about the existence of LTS and planned to take classes in the program since REEES has room for electives. My hot take is that all language GEs should take at least a course or two in the program. My first term, I took Second Language Acquisition with Prof. Sykes and realized just how inspired and invested I was in class. So I thought, I wonder if I can spot two birds with one set of binoculars (pardon by birdwatcher idiomatic edits) and get a BOGO deal on my degrees? Turned out I could, and after a lot of productive and encouraging communication with both programs, I was officially on my concurrent tracks! I will say, it is challenging, which all faculty were transparent about, but they also had so much faith in me and were clearly happy to support me. Initially I thought, if it’s too much, I can always backtrack, but now I know I wouldn’t have it any other way. I do not feel torn: on the contrary, both programs form one whole experience that feels uniquely me.

What do you find rewarding about language teaching, or teaching in general?

Birding the Altantic Coast, Martha’s Vineyard

Teaching is a very creative process. There is no one right way to teach a specific language skillset, and getting to invent a learning experience for people is very cool. I love how collaborative it is: teaching can’t be self-righteous or pretentious, can’t be a genius research-based masterpiece of a plan without involving the learners and being centered on them. I think I am a creative and empathetic person, so these aspects on teaching are especially appealing to me.

When I started teaching Russian in the US, I first felt like a cheat: teaching my own language that I know so well, like I couldn’t learn something brand new. I felt like anybody could do it well. It was silly, of course. I quickly realized that teaching has so must mastery, variety, and depth to it, and it is always evolving, always responding to the new needs and changing trends. I love how language teaching brings together the different fields: cognitive science, psychology, sociology, computer science, literature… Research that I’ve been exposed to is very diverse, but still, for people who are not academically minded (like myself), there is a wealth of empirical, practice-oriented resources. I have deep respect for science and research, but in language teaching, I feel like experience-based knowledge and skills are equally valuable. I see teaching as both a science and a trade, and in your career, you can kind of lean into whichever one answers your current direction, knowing that the other one is there to back you up. And if you go in a different direction professionally, you can always put your skills towards being a better language learner yourself!

What impact do you hope to have on students as a teacher in this field?

Well, first and foremost, I want my students to go out into the world and apply language in whatever way serves them. There are other things, but the foundation is simple: language ability, whether it is for travelling, work, personal relationships, or something else. That is what I work for. And then, there is everything else: for example, helping students develop general study skills, branch out towards creativity and self-expression instead of mere “correctness”, practice critical thinking. Lord knows, there is a lot to critically think about these days. The field of Russian studies in particular is going through a lot of reevaluation and turmoil, as you may know. It’s confused and it is struggling. I was a month into teaching my first solo course when the full-scale war broke out. It was and remains the elephant in the room that is impossible and wrong to ignore. So, we learned case endings on anti/pro-war slogans, where one vowel, an inflection, makes the whole difference between resistance and denial: нет войне (No to war) – нет войны (there is no war). That was in Novice Russian, and honestly, even if you still struggle to string the words together, you can engage with difficult questions, you have the right and the ability to question things, take agency in the language, make choices.

Maybe a better example of such choices is pronouns, something we learn very early on in language classrooms. Students who are gender-queer or would like to talk about their genderqueer community can and should challenge the grammar they are learning: what is the way to go in a gender-rigid language? And how to reconcile those language choices with the fact in modern Russia, this whole community has been sidelined and demonized, so certain choices are marked to the point of unsafety? I guess the impact I would like to have is showing that there are choices to make, and I am not talking right or wrong: I am talking context, nuance, impact. Now that Russian as a field is desperate to adapt and to be a positive force, I feel like nuance is lost sometimes. In the meantime, the world is getting more polarized. So what good would I do in picking one direction and taking my whole learning community with me? Rejecting prescriptive grammar and teaching norm-bending feminist Russian with its feminitives and “default feminine”, a choice that is not always acceptable, or else, adopting a normative approach so that students sound like most average educated Russian speakers, no matter their views? Insisting students use the preposition “в” with Ukraine instead of the controversial “на”, even though it barely corresponds to the complex language choices in the community? I would rather teach the foundations for informed choices and have students make them for themselves, aware of the consequences and connotations.

Rosebud “Buddy” the fixie-foldie cycle, loves intertown trips but hates hills.

You are in your second year of the programs. Is there any advice you would give to incoming graduate students?

Don’t be a perfectionist: when grad school gets intense, it’s okay to prioritize getting things done over doing them perfectly; “best I can right now” is not always “best”, and it’s fine. We are doing a difficult thing here, and sometimes it really impacts your image of self and self-esteem, especially when you get winded: sometimes it feels like I’m not fast, thorough, hard-working, or creative enough, but the truth is that there is a lot on our plate, and we have to adjust our expectations. After all, grad school is but one part of your life, so don’t let it get to you, define you: enjoy Eugene, read something for pleasure (it’s not a crime, even when other reading is due), take that trip to the coast. I’m pretty sure your cognitive abilities are sharper when you are not in constant stress mode, so you’re doing your learning a favor when you let go. Oh, and check out as many cool books as you can: our library is awesome, and I don’t know how I will live without it and the omnipotent ILL.

Leda, a locally made bike more physically fit for going uphill. The bike is purple and decorated with orange flowers.

Leda, a locally made bike more physically fit for uphill battles than her rider. This location is special to me because I had one of my classes in Agate Hall, but also the chimney is the roosting hotspot for migrating Vaux’s swifts in the Fall and Spring. It is quite a spectacle to watch them funnel in!

What is something outside of language teaching that you enjoy or are passionate about? Or maybe a fun fact about yourself that others may not know?

My two favorite ways to propel myself are walking and biking.

Regarding the former: my dream and goal is through-hiking the Appalachian Trail some time after graduation. It’s over 2000 miles long and takes around 5 months to complete, rain or shine. If you are a walker but never thought hard about it, I really recommend Rebecca Solnit’s book Wanderlust: a History of Walking, or any of the Appalachian Trail chronicles.

Regarding the latter, I would like to share that I have two folding bikes: the blue one is an American Worksman Cycle named Rosebud (Buddy), and the purple one is a Bike Friday by the name Leda. I love them very much and we regularly join bike events in Eugene like the Moonlight Mash or Critical Mass. It’s a lot of fun!

October 23, 2024
by sierraj
1 Comment

Student Spotlight: Emmanuel Ayisi

We are kicking off the 2024-25 academic year with a post from one of our new cohort members, Emmanuel, who just arrived last month from Ghana and is teaching French at UO this term. Welcome Emmanuel!

Tell us a bit about yourself and your background

Emmanuel wearing a blue striped shirt

My name is Emmanuel Ayisi. I am from Kumasi, and I graduated from Ghana’s top-ranked university, the University of Cape Coast, in 2020 with a bachelor’s degree in education (B.Ed Arts), where I majored in French and minored in History. After graduation, I completed my national service at the Lands Commission of Ghana from 2020 to 2021. Since then, I have been teaching both French and English until I began my studies in the Language Teaching Studies program this Fall.

What inspired you to focus on language teaching as a career?

My inspiration to focus on language teaching came unexpectedly during my second year of high school. When our French tutor fell ill and no substitute teacher was available, I stepped in as class prefect to lead revision and discussion sessions with my peers. Our French class was small, with about 12 students, and after a week or so, I received positive feedback from my classmates about how well I facilitated the sessions. That experience ignited my passion for teaching, and it was then that I realized how fulfilling it could be to guide others in their learning. Since then, I have been committed to the teaching profession.

I decided to focus on language teaching because of the challenges I faced as a Ghanaian learning French as a foreign language. I went through many difficulties in my early years of learning, often feeling disconnected from the teaching approaches used by my native French-speaking teachers. As someone who has experienced these struggles firsthand, I have a deeper understanding of the needs of my learners and can relate to their journey in a way that native speakers might not. This understanding drives me to create more supportive and effective learning environments for my students.

Emmanuel and his friend in traditional Ghanaian batakari

What have some of your past experiences been with language teaching? Do you have any specifically fond memories?

My language teaching experience spans various levels, from primary school to junior high and senior high school. Over the years, I have taught both French and English, and each group has presented its own unique challenges and rewards. One of my fondest memories came in September last year, when I coached and guided my students to win a district spelling bee competition. What made the moment even more fulfilling was that in the final rounds, my students won by correctly spelling the word ‘cuisine,’ a word we had encountered in our French class just a week prior when I was teaching about places in the house. The students kept mentioning how they would not have been able to spell the word if we had not discussed it during our lesson. It is one of my proudest and most rewarding moments as a teacher, knowing that the work we did in the classroom directly contributed to their success.

You have only been here for less than one month – what is something about your life in Oregon that is very different from your life in Ghana? Is there anything very similar?

Let me begin with the similarities. For the first few weeks, the weather in the afternoons has been pleasant, and I have enjoyed the sunny days, much like in Ghana. Another similarity is waking up early for school. As a Graduate Employee, I must attend my 8 a.m. classes, which feels like my routine when teaching. That said, everything else has been vastly different. The food is quite new to me, and the modes of teaching and learning are distinct. Here, projectors are commonly used in class, while back in Ghana, I mostly relied on a marker and board for teaching. Even transportation feels different, along with many other aspects of daily life. It has been an exciting adjustment.

What are you hoping to gain from your experiences at the UO?

I hope to deepen my understanding of language teaching methodologies and enhance my pedagogical skills. I am eager to engage with diverse perspectives from both professors and peers, learning from their unique experiences. Additionally, I want to develop practical strategies for effectively teaching French as a foreign language in an Anglophone context like Ghana. For the immediate future, I seek to return to home equipped with the knowledge and skills to make a positive impact in my community and help my students become confident, proficient language learners. But my goal is to influence the Ghanaian curriculum to adopt principles that align with modern language teaching and learning.

What is something outside of language teaching that you are passionate about? Or maybe a fun fact about yourself that others may not know?

Outside of language teaching, I am passionate about football. My Saturdays are always dedicated to watching the English Premier League. I am also quite skilled at playing football, and some of my peers believe I could have become a professional if I had taken training more seriously. They have even nicknamed me after the former Chelsea midfielder N’Golo Kanté!

Emmanuel with his football team friends in Togo during his study abroad in 2018

October 4, 2024
by sierraj
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Student Spotlight: Austin Gaw

Today’s Student spotlight features current LTS student Austin Gaw

– blog post by Inês Bernardo Catarino, FLTA-LTS

Tell us a bit about yourself and your background!

Austin stands with his UO commencement regalia looking forward to the future

My name’s Austin Gaw, as you can probably tell. I graduated from American University in Washington, D.C. in 2023 with my bachelor’s degree in journalism before coming to UO for the LTS program. I’ve studied Japanese for six years, Latin for four years, French for a year, and picked up various pieces of Spanish from my childhood in southern California.

What brought you to language teaching? And to the UO?

Since I began learning languages in high school, I knew I wanted to do something with languages for my career. When I took a “Language-learning video games” class during my undergraduate education in D.C., I knew I needed to pursue the subject further. I knew UO had an amazing program from my research, so, here I am!

What have some of your past experiences been with language teaching? Do you have any specifically fond memories?

I took three language classes concurrently in high school, and I was obsessed with the different ways the classes were taught depending on the language. I especially remember bonding with my Latin classmates over our desire to use the language we were learning, even though it was technically a “dead language”.

What has been the highlight of your time in the program so far?

So far, I’ve enjoyed the hands-on experience I’ve been afforded through various projects, both in-class and out-of-class. I loved helping the Teikyo Oregon Experience Program, and I’ve enjoyed writing a mini research brief for my master’s project.

For the first photo, Austin stands with his Mom and dog, Bristol in 2021

How do you hope to work in the language teaching field in the future?

I plan to do work in the language teaching field that helps students who need it most. I’m supporting the Rwanda English Program this summer by analyzing samples that teachers have sent in. I believe my skills are best used to help students find their voice and become more intelligible and comprehensible.

What is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

Outside of language teaching, I’m drawn to creative writing and solving logic puzzles. As anyone else in the cohort likely knows, I also love solving crossword puzzles and anything on the New York Times games section.

August 9, 2024
by sierraj
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Student Spotlight: Britany Stagnoli

Today’s Student spotlight features recent LTS graduate Britany Stagnoli

– blog post by Inês Bernardo Catarino, FLTA-LTS

Britany posing outside

Tell us a bit about yourself and your background!

I am a recent graduate from Western Oregon University, where I received my Bachelor of Arts with a Major in Social Science and a Minor in Linguistics. I also received the TEFL (Teaching English as a Foreign Language) certificate. I transferred here to UO during the Summer of ’23 to pursue my Masters in Language Teaching Studies. My career goal has been to teach English at the university level after graduation. Recently, I have been given a position to work abroad teaching English as a foreign language at a Japanese university which I have been very excited about.

What brought you to language teaching? And to the UO?

I was in Spain on a school fieldtrip and while I was looking out of the window from my hotel room, I decided that I wanted to work abroad and experience life outside of the home that I grew up in. I had experience teaching through volunteer work, and I enjoyed my time making lesson plans and teaching the PreK students that I was working with. I also enjoyed my history classes and learning about other cultures (which has brought me to my Social Science degree). Language teaching has brought all of my passions together into one career.

I was interested in continuing my education in Linguistics and teaching English, so I started to look at Masters programs, which brought me to here. I looked into the courses that were taught and thought that they would benefit me as an EFL teacher.

What have some of your past experiences been with language teaching? Do you have any specifically fond memories?

I have had the fondest memories during one of my LTS classes, which was Talking With Ducks. For this class, my classmates and I would take turns teaching a lesson to international students at the AEI. When we were not teaching, we were small group leaders. I got to spend a lot of time with the students’ playing

Image of Britany Stagnoli teaching a small group activity in Talking with Ducks

games and talking about school, their hometowns, and so on. One of my favorite lessons was during Halloween and most of the students dressed up for class. We all talked about our costumes and what everyone’s plans were to do for Halloween. It was a lot of fun and a day that I will look back on in the future.

What has been the highlight of your time in the program so far?

I would have to say the highlight of my time in this program is all of the hands-on experience that I have gotten with teaching and all of the friends that I have made. I have been fortunate to receive two GE positions, one as a teaching aid for Ling 101 and another as the instructor for Ling 150. Both of those experiences have taught me a lot about teaching and how I can improve as a teacher. Also, all of the interactions that I have had with students have been amazing and have reminded me why I wanted to teach in the first place. I have also had the opportunity to meet so many people and make friendships that I hope to keep for a long time.

Image of Britany Stagnoli’s dog, Kobi, sitting inside of a tulip field

How do you hope to work in the language teaching field in the future?

In the future, I hope to be an English language teacher at the university level. I have enjoyed all of the experience that I have gained helping at the AEI and with the international students at UO that I would like to continue to do so abroad. After teaching English for a while, I hope to pursue a PhD in the field of linguistics and language teaching.

What is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

I enjoy being with nature and taking my dog out on walks on the beach or in the woods. My dog, Kobi, and I love to be outside and in nature, as long as it is not too hot. We both do not like the heat.

July 11, 2024
by sierraj
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Alumni Spotlight: Annelise

– blog post by Inês Bernardo Catarino, FLTA-LTS

What led up to your work with the English Language Program?

Since graduating in 2016 I’ve been teaching at the university level abroad. I taught in Mexico and Japan at universities that I connected with through LTS alumni. Currently, I’m teaching in Türkiye, through the US Department of State and Georgetown University’s English Language Programs. As an English Language Fellow, my primary project is teaching at a local university, but I am also involved in secondary projects which have included teacher training, collaborating with local nonprofits, and hosting community events.

Iftar with students during the month of Ramadan

What have you enjoyed most about this work?

As an English Language Fellow, I teach at a university that normally wouldn’t have the opportunity to have foreign teachers. Although local English instructors at my institution are exceptionally qualified, both teachers and students are really excited to interact with me as a native speaker and ambassador for American culture. I’ve hosted speaking clubs and other events for students, and created testing materials for my department. I’ve also benefited a lot from collaborating with my colleagues and have learned about Turkish culture from my students.

I also love my host community! When I applied to the EL Fellow program, I was able to select regional preferences, but didn’t know what country or project I would be matched with. I was surprised but excited to be offered Ankara, and I’ve really enjoyed living here. I’ve been able to see different cities through some of my secondary projects, and also to travel during school breaks.

Annelise sitting on a low stone wall, looking at an ancient building

Visit to Afrodisias ancient city during a mid-semester break

Any particular challenges?

Being the only American teacher in my department is both an opportunity and a challenge! As a Fellow, it’s really important to learn cultural expectations and norms, especially for professional settings. I was also the first in-person Fellow to work in my department, so when I arrived in the fall of 2022 it took some time to arrange my role and responsibilities, which are different from local, full-time teachers. For me, these challenges have been completely worthwhile, but it is something to keep in mind for anyone interested in exchange programs.

What should LTS students or alumni know about EL Programs?

I definitely recommend the EL Fellow program for alumni who are interested in temporary work experiences abroad. The Fellow contract is 10 months, with the possibility to renew for a second year, which I did. Right now, 5 years of full-time teaching experience are required to apply, but that can include any teaching experience before completing a Masters degree. There is also a virtual program, which only requires 3 years of teaching experience. Information about both programs can be seen here: https://elprograms.org/

What advice would you give our graduating students?

Enjoy your time in the program and nurture the connections you make with other students. Of course it’s important to focus on academic work and completing your final project, but your cohort members are also an incredible resource for your professional and personal development. I learned so much from my classmates, many of whom had vastly different backgrounds and teaching experiences from myself. I’m still in touch with many of my LTS connections, and have even had the opportunity to meet up with a few while traveling.

Annelise giving a presentation from the perspective of the audience

Presenting during the 2023-2024 Midyear Fellowship event in Tbilisi, Georgia

June 12, 2024
by sierraj
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Student Spotlight: Ezdahi Lopez-Pineda

Today’s Student spotlight features current LTS student Ezdahi Lopez-Pineda

– blog post by Inês Bernardo Catarino, FLTA-LTS

Tell us a bit about yourself and your background!

I like to play video games, lots of simulation games like Supermarket simulator where I get to run my own supermarket! I am quite introverted despite pursuing a career that involves me speaking in front of groups of people. I’ve been interested in language since I could remember. I have a cat named Nala that I love a lot! I like to take pictures of flowers on walks I take.

Nala laying on her side at the foot of a bed

Ezdahi’s cat Nala

What brought you to language teaching? And to the UO?

Spanish is my first language, and I was enrolled in Spanish immersion classes where I was learning content in Spanish until 4^th grade when I began to be placed in English content courses. This caused me to struggle with English for a while I was put in ELD (English Language Development) classes up until high school. I was pulled out of classes as well to get additional tutoring for English.

Growing up in these circumstances, I felt like something was wrong with me and I always felt behind in both my English proficiency and my abilities in the content being learned in my other classes.

Because of this, I wanted to help students in similar situations not feel the same way but try to find ways to make both work together – how to improve their English while not falling behind in content. Additionally, I want to be a mentor to students, one where I could be a reliable adult figure in their life because this is something I felt I didn’t have in education.

What have some of your past experiences been with language teaching? Do you have any specifically fond memories?

I don’t have much experience yet in language teaching itself, but I do have a lot of experience leading non-academic classrooms of younger students. I’ve found a lot of joy in being a mentor figure for youth. I feel I am making an impact in their lives while teaching them non-academic life lessons.

I have a very fond memory with a specific young person. She would commonly get yelled at for what is considered throwing a tantrum and ‘not listening’. I didn’t like this approach by other workers so I would approach her by just allowing her to express herself in whichever way she felt she needed to do. After it all, I’d either try to divert her thoughts to another topic or just really let her express herself and why she felt she needed to do that. This in turn resulted in her coming to me whenever she felt upset or had any intense emotion. This was really rewarding for me because she trusted me.

A photo Ezdahi took on a walk

The few language teaching experiences I do have to do with the Talking with Ducks course (the practicum course). I was able to facilitate lesson plans and build relationships with the students while having so much fun not only with the students but also with my peer teachers.

What has been the highlight of your time in the program so far?

I think the highlight of my time in the program so far was seeing the results of what I’ve learned. Being able to apply what I’ve learned to many different situations beyond language teaching has felt really nice. Additionally, creating friendships and growing it with the peer teachers has been great.

How do you hope to work in the language teaching field in the future?

I hope to work in any of K-12 environment whether its academic or non-academic where I could teach English as a second language.

What is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

Before language or linguistics, I was a computer science major at OSU (I know, embarrassing). However, I like to work on personal web development projects or any simple game development projects for fun.

May 29, 2024
by sierraj
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Student Spotlight Iris Lai

Today’s Student spotlight features current LTS student Iris Lai

– blog post by Inês Bernardo Catarino, FLTA-LTS

Iris is sitting on a rock and the south coast in Pingtung City, Taiwan. Behind her is the ocean shore.

The beautiful south coast at Pingtung City, Taiwan

Tell us a bit about yourself and your background!

Hi everyone, my name is Iris Lai. I’m an international student from Taiwan. I love being close to nature and that’s what makes Eugene charming to me with all the beautiful natural landscapes to discover. My hobbies include photography, traveling, reading novels, cooking, and listening to music.

What brought you to language teaching? And to the UO?

I have been interested in learning different languages from a young age. Ever since I attended an internship that allowed me to encounter people from different language backgrounds, I started to gain an interest in teaching a language to others instead of just learning it, and that’s how I decided to join the LTS program here at the University of Oregon. Other than the program itself, I was also attracted by the campus and environment of the university, and that’s what pushed me to making the final decision of joining this community.

What have some of your past experiences been with language teaching? Do you have any specifically fond memories?

Oregon Coast at Florence. The ocean waves are coming in, and there are mountains with evergreens in the distance.

Visiting the Oregon Coast at Florence

I’ve been teaching Mandarin Chinese to young heritage learners and that was a great memory for me as a language teacher. Everyone should be able to have fun and “play” with the language in their own ways in class is what they taught me. The experiences I’ve gained through the process helped me clarify my teaching style and the direction I want to take in the future.

What has been the highlight of your time in the program so far?

I have two highlights in the program, one is designing a game-based project with a past LTS student Yueyuan Jin in the Pragmatics course taught by Professor Stephanie Knight. The second one is designing activities with Artie Kotov in the Talking with Ducks class. These two courses have opened a new door for me. Both classes inspired me of the infinite possibilities in the field of language teaching and the use of different teaching styles and methods. I enjoyed the process and had lots of fun collaborating with them. These were both amazing experiences I would never forget in my life.

Iris is gesturing to a white board, there is a semi-circle of students sitting in front of the whiteboard.

Iris during Talking with Ducks class

How do you hope to work in the language teaching field in the future?

From my past experiences, language learning is commonly seen as something necessary to do to find a better job. It isn’t considered fun or engaging, but part of responsibility. To improve this situation and make language learning interesting and meaningful, I hope to combine the teaching styles, theories, and methods with the Asian teaching system to find a better teaching method and be able to support my students to find the charm of the target language, enjoy the learning process, and let language become an interesting part of their lives.

What is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

I’ve always been a food lover and love the process of discovering unexpected delights. Looking around the city and tasting local restaurants and delicious food is the first thing I do when visiting a new place.

Trying Crab Chowder for the first time