LTS

Language Teaching Studies Blog Site at the University of Oregon

June 15, 2018
by LTSblog
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Alumni Spotlight Kai Liu

Kai Liu graduated from LTS in 2014 with an MA project titled Using Gamification in Chinese Teaching: A Gamified University Chinese Course for Advanced Students in the US.  She very quickly started working as a Chinese Instructor in an innovative program in one of the more beautiful places in the world… Hawai’i!  She recently stopped by in Eugene on her way home from a conference to say hello to her professors and friends. Read more about her path since LTS below.

Kai with some of her students

What is your position now?

I am the instructor of the Chinese Language Flagship Program at the University of Hawaiʻi at Mānoa. I develop materials and teach Flagship courses (advanced Chinese courses). I also teach beginning to intermediate-level Chinese courses at the East Asian Languages and Literatures (EALL) Department at UH.

Have you been involved in any special projects and/or conferences?

I am lucky to have been involved in the Green Ideas Simulation Project  spearheaded by the Language Flagship Technology Innovation Center (Tech Center). This project aims to prepare Flagship students for their internship during the Flagship Capstone Year abroad. I helped pilot this simulation project in one of my Flagship courses at UH. More specifically, I developed instructional materials on how to write resumes and cover letters in Chinese and how to prepare for job interviews in Chinese. I also created rubrics for various tasks in this project. In addition, I shared my instructional materials and pilot experience with the Tech Center and other Flagship programs. Now several Chinese Flagship Programs participate in this project each year. This project is expected to be piloted in more languages.

Kai knows how to enjoy teaching

Apart from the simulation project, I am also involved in revamping the beginning and intermediate Chinese curricula at UH. My colleagues and I are integrating blended learning and flipped classroom into these courses by creating more communicative activities, online instructional videos, and individualized learning materials.

Is there anything from your time in LTS that you still think about now?

Yes! The Computer Assisted Language Learning (CALL) courses are extremely useful! When I first started working at UH, I attended an online teaching orientation for faculty and I felt like I already knew how to use most of the technological tools mentioned in the orientation.

I also think about Professor Holland’s Second Language Teaching Practice class. I remember how excited both LTS students and AEI students were in a communicative class. To create the excitement I once saw in that class, I have been trying to invite more guests into my classes and provide opportunities for my students to use Chinese in local community events.

I still remember what Dr. Keli Yerian said in her commencement speech to my cohort: It is easy to fall back into traditional teaching approaches than applying what we learned in LTS to our classes. Her words serve as a daily reminder for myself to keep creating more communicative and engaging activities for my students.

How did you learn about LTS?

I first came to UO as an exchange student in the Oregon International Internship Program (OIIP). I learned about this program through Dr. Yerian and an LTS graduate Li-Hsien Yang.

Do you have any advice for current or future LTS students?

Apply what you learned in LTS program to your own classes. Challenge yourself and try new materials and new communicative activities. Do not be content with what you have.

Enjoy each other’s company and learn from each other!  I learned a great deal from other LTS students in and out of the classroom.

Keli and Kai outside Straub Hall in May

May 29, 2018
by LTSblog
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Faculty Spotlight – Robert Elliott in Costa Rica

In April, LTS faculty member and NILI Associate Director Robert Elliott travelled to Costa Rica to partner with the University of Costa Rica (UCR) in San José to offer 2 weeks of workshops for Indigenous language teachers.

Robert (far left, back row) and the workshop participants in San José, Costa Rica

Tell us about your experience. Who did you work with in Costa Rica?

In partnership with Professor Carlos Sánchez Avendaño of the UCR linguistics department, and Kara McBride of World Learning, the workshops were developed for 15 Indigenous language and culture teachers from 7 languages throughout the country of Costa Rica.  The languages – Ngäbere, Buglere, Malecu, Bribri, Cabécar, Boruca, and Térraba – are in various states of endangerment, and the teachers work predominantly with middle-school aged children.

During a session about online teaching resources

How were the workshops structured?

The workshop was divided into two parts and were loosely based on the model of NILI summer institute classes. The first week, the teachers received training in pedagogy in the morning hours while the afternoon was geared towards learning to use technology tools and generating ideas for making greatly needed language learning materials for their classes. The second week was centered around giving time and support for the teachers to build materials to take home to their communities and share new ideas with other teachers. On one of the last days, the group was able to visit Carlos’ “Languages of Costa Rica” university class, and the teachers all got to use some of their new techniques to teach his class a bit of their languages.

Recording the language of a participant for a teaching material

How do you think the workshop is relevant to LTS and future language teachers?

In some ways, we as language teachers are all in the same boat. We are all involved with promoting language, culture and opening people up to new world views. But having LTS faculty actively involved in minority and endangered language situations is fairly unique and adds to our program. First, we do have future teachers in the LTS program who are planning to teach less commonly taught languages and endangered languages and having faculty actively involved in these issues is important for these students. Further, all future language teachers should be aware of the effects of globalization and the extreme loss of smaller languages both in the Pacific Northwest as well as in the world at large. It is likely, for example, if you teach ESL in the US or Latin America, that you will have speakers of indigenous languages in your class and you may not even realize it. For much of the world, a language exists in a system of other languages, and while we have the ability to do much good as language teachers, opening doors to our students that would not otherwise exist, we also need to also be aware of our ability to do great harm, even unintentionally, particularly to smaller and fragile languages. We hope that all of our teachers leave the LTS program with a sensitivity towards these issues.  

What else did you do there?

While the schedule was busy, not everything was all business all the time. In the evenings and weekends the group was able to visit different venues in and around UCR, such as the Insect museum at the university and the National Museum of Pre Columbian Gold in the center of San José.

How about a snack?

The insect museum contained specimens of gigantic tropical bugs, and we were offered some freshly prepared cockroaches and larvae to sample – yum! The Pre-Columbian museum was described as bittersweet by one of the participants: very interesting but also a reminder of the difficult history indigenous people have endured in Costa Rica and the Americas. I was also able to sneak in some seriously needed beach and surfing time at one of the stellar surf spots in the country, and got lost in a tropical rain forest in the mountains one day. This was an invaluable experience, and I look forward to participating in more workshops for indigenous teachers in the future.

 

May 20, 2018
by zachp
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Student Spotlight: Sean Brennan

It is my pleasure to introduce 2016-18 LTS student Sean Brennan. Sean is one of the many students who have pursued concurrent MA degrees in LTS and East Asian Languages and Literatures (EALL)

Hi Sean! Please tell the world a little bit about yourself.

Sean at one of his art gallery shows.

I’m a Kentucky native, but my interest in Chinese carried me away from there to spend a good chunk of my twenties studying in China, and eventually here in Oregon. I remember when I was a kid, I was fascinated by the idea that different people had different ways of speaking and writing, and longed to study foreign language. In high school, I was finally able to study my first foreign language which happened to be German. I enjoyed studying German, but it was only once I was able to study Chinese as an undergraduate that I truly fell in love with another language, and I’ve never looked back. Outside of school, art and in particular, painting, has been one of my life-long passions and I’ve been fortunate to have a couple gallery shows since I moved to Eugene.

You are quite the jack of all trades! So how did you end up in the LTS program?

I believe I first heard about it from the instructor for my Chinese linguistics course here at UO.

What has been your focus in the program?

In participating in this program, my aim has been to gain the tools and knowledge to effectively utilize my experiences learning Chinese as a second language to inform my teaching of the language. I believe my project represents a culmination of this effort, as it addresses a specific need of Chinese learners that’s not accounted for in current curriculum—bridging the gap between English reading and Chinese reading—which I recognized as a problem from my own experiences.

Sounds like a great project! And you mentioned you are a GE (graduate employee) for Japanese literature, how’s that experience been?

It’s been going great. While I’m normally a GE for the Chinese department, teaching in the Japanese department is always a refreshing change of pace, and through the works we read, I get to see the cultural and linguistic exchanges between the two countries throughout history.

Sean presenting at the LTS poster session.

Are you excited to start working on your MA project?

Yes, I really feel good about my project. I’ve received some really positive feedback from Chinese department faculty about the idea, and I think it’s possible it may lead to some serious consideration for adding a Chinese extensive reading course to the curriculum.

Thanks so much for taking the time for this interview! Best of luck in the completion of the program!

May 12, 2018
by LTSblog
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LTS presents at 2018 Graduate Research Forum

Every year, the Graduate School showcases research by graduate students at the University of Oregon’s Grad Forum. This past Friday four LTS students presented their projects, alongside other MA and PhD students from various fields. It’s a great chance for LTS grads to get experience presenting their work formally to others outside of the field. All of us who visited the Forum were so impressed by the creative and attractive posters, and the professional presentations that went with them. Go LTS!

Krystal Lyau

 

Yumiko Omata

Yuxin Cheng

Ngan Vu

May 3, 2018
by zachp
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Student Spotlight: Kunie Kellem

It is pleasure to introduce you to LTS student Kunie Kellem!

Kunei presenting at the LTS poster session.

Hi Kunie! Please tell the world a little bit about yourself.

Hi. I’m Kunie! I’m from Osaka, Japan. I like running, working out, playing and watching basketball, and eating delicious food!! I came to Eugene with my husband and son in August 2016. Before I came to Eugene, I taught English at Japanese high schools for 14 years. I loved my job, students, and my coworkers, but I was always struggling with this dilemma between ideals and reality of English classes in Japan. I wanted to change something. I wanted to see my students communicate in English confidently. I wanted to have confidence in my skills and knowledge to support students to realize their goals. That is why I decided to study in the LTS program!!

Kunie with her son and Puddles the Duck.

Well, we sure are glad you made that decision! So how has the LTS experience been for you?

It was a big decision for me to come to U of O to study since I had to leave my work, and my family had to change their life styles dramatically. What I was most worried about was my son; if he could adjust to the life in U.S., if he could get new friends, and if he could improve his English to keep up with his school work. I was not so worried about myself at the start point of my new journey. However, it turned out the first 3 months here were the hardest time in my life. Since it had been for such a long time after I graduated from university, everything was new and different. I was surrounded by young, enthusiastic students who were always actively involved in discussion in class, whereas I, who was not used to discussion style lectures, was always at a loss about what to do. Being an international student made things more difficult.

Kunie with her son at the Grand Canyon.

I still remember for the first few weeks I woke up at 4 o’clock in the morning to work on my reading, take notes, review the lecture notes, and prepare for the classes. In addition, as I had expected, my son also had a hard time at his new school because of the cultural and language issues, which made me feel terrible and responsible for taking him all the way here with me. I literally cried a lot for the first few months. However, things started to get better after 3 months. My son started to enjoy his school life and made many friends. (At first, he could not read English, but now he is in the advanced spellers group!!) My husband finally got a job here. I gradually got used to student life here. After that “dark time” passed, I started to enjoy my life here more. I started to hang out with my friends more, go hiking more, go to watch Duck’s games more, which made me realize that Eugene is such a beautiful place surrounded by great nature and great people. I don’t think I could have gone through this far without support from my family, friends and professors at U of O and I am so grateful about it!!

Kunie with LTS friends Aska (2017) and Krystal (2018).

Kunie in her UO duck gear.

Glad to hear you and your family made it through that transition period and grew from it! What are some key things you’ve learned in your time here?

Of course, I have been learning very important principles and pedagogy of language learning and teaching, but at the same time I really appreciate that I get the perspective of how it is like being a student and learning new things again; what students think, what they struggle with, and how they deal with learning. I almost forgot those perspectives, and I am sure this experience will help me to become a better teacher when I go back to my work. Also, I have learned from my professors how to create the comfortable atmosphere to learn, how to support students, and how to assess students’ learning based on objective-based assessment, which is very motivating. I would like to incorporate what I learned here into my teaching!!

And I know you have been teaching Japanese, how has that experience been?

Kunie at a beach in Newport, Oregon.

Yes. I have been working as a Japanese GE at U of O for 6 terms. I really enjoy teaching Japanese and I like when the students show me “aha! moment” expressions when they understand and use the structures well in a communicative practice. One time, at the REC center I bumped into a student whom I taught before, and he gave me a high five and talked to me in Japanese. I felt extremely happy!! I think this is one of the (rare) rewarding moments for language teachers. Teaching Japanese has also given me a great insight about language teaching. Although Japanese and English are two different languages, I am learning a lot about teaching techniques, curriculum designs, assessments, and classroom managements from Japanese instructors and actual lessons. Now I can see Japanese language and its culture from a different perspective, which I am sure will be a great asset of mine when I go back to Japan. I appreciate that I was given this opportunity to teach Japanese here.

Are you excited to have started working on your M.A. project?

Yes! Actually, I have been worried about it for a long time, but once I started writing literature review for MA project, I really enjoy it. Since I am on the two-year program, I could spend more time thinking about my project than many of my cohorts who are on the 15-month program. On my first year, I spent most of my time, energy and effort on just doing well in a class. However, after one year passed, many things I learned from each class started to make sense, and they started to be connected with each other.

Kunie with her son biking around the Golden Gate Bridge.

Now I feel like I am working on puzzles; a small puzzle for literature review and a big puzzle for MA project.  I will keep reading and learning from professors and cohorts to find the best pieces for my puzzle. I am really looking forward to seeing what kind of picture my puzzle will turn out to be.

What a nice connection between the final project and puzzles! Any final thoughts?

I know most of my LTS cohorts live busy stressful days with a lot of school work. I also feel the same way. Although it is very important to be organized and work hard on our project, sometimes it is also important to release our stress by doing/eating what we like.  We are now 4 months away from the end of our journey. I am sure it is going to be busy and hard 4 months, but we are on this together. I hope each of us can see our own beautiful picture on the puzzle at the end of this journey!!

Thanks so much for taking the time for this interview and best of luck in your completion of the program!

April 29, 2018
by LTSblog
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Alumni post Yuri Liu

Hello Yuri! Please introduce yourself to our readers.

Yuri at work

Dàjiā hǎo! 大家好!Hey everyone – this is Yuri speaking! Here comes a little story about myself!

Born in Shanghai China, I moved to the U.S. in 2010 for graduate studies at the University of Oregon. I started with a Master’s program in Educational Leadership at College of Education. After a year, I was fortunate enough to meet some friends from LTS and found that the program was a perfect continuation of my Bachelor’s study in Teaching Chinese as a Foreign language. Therefore, I decided to study two master’s programs concurrently in 2011 and was so lucky to be able to finish both by summer 2012. Generally speaking, a graduate like me can easily have wanderlust – where there’s a job, there’s a home.

Beijing Trip with Student

Not surprisingly, I moved to San Francisco for my first job, teaching Chinese in an elementary immersion program – the first one in the United States! It was a great year for me when I learned and accumulated a lot from my teaching experience. Yet, I must have became a secret Oregonian. Nostalgia brought me back to Portland in 2013. I started working for a newly established Chinese immersion program in Beaverton. It has been a good five years here. Thanks to all the useful study in LTS, I became the program director after two years of teaching at the school. Then recently I realized that wanderlust perhaps is the true me – just a month ago, I accepted a position at Singapore American School and am going to continue to devote myself to the field of Chinese immersion education. I am excited to realize that it is being a professional of foreign language education that makes us willing to ceaselessly wander the world…

My 1st Grade Science class

Can you tell us more about what you’ve been doing professionally since you graduated from LTS? 

I first worked as an associate teacher at Chinese American International School (CAIS) in San Francisco, teaching Chinese in a 1st Grade and a 5th Grade classrooms. After a year, I joined Hope Chinese Charter School (HCCS) in Beaverton and worked as a Chinese immersion teacher as well as the Chinese curriculum coordinator. In addition to developing the Chinese program benchmarks and curriculum for HCCS, I taught students all subjects areas in Chinese from 1st – 4th Grade. In my 3rd year at HCCS, I became the director of the Chinese immersion program and the lead Chinese immersion teacher. My job responsibilities range from program and curriculum development to Chinese faculty mentoring. I also wrote the STARTALK grant and got accepted for two years to implement the student and teacher training programs in Portland, which definitely helped consolidate my skills in language program development.

My 1st Grade Math

So now you are off to your next adventure in Singapore – what will you be doing there, and how does it fit with your future career goals?

I will be teaching in their newly established Chinese immersion program and hopefully make my own contribution to their Chinese teacher professional learning community. Though it seems that it was a step-down move, it will be instrumental as I have never worked at an international school and it is always a field I’d love to explore on my career course. I am always interested in educational leadership at international schools. I believe this will be a necessary transition to lead me toward that goal.

With my LTS studymates

What did focus on while you were a graduate student at UO? 

I actually had different yet later connected focuses in my two graduate programs. I focused more on comparative education in my educational leadership program, and teaching strategies for increasing language proficiency in my LTS MA project. With my post-research in Chinese immersion education after graduation, it is so apparent that language education should always be intertwined with cultural learning and studies. The teaching techniques could also be varied or fused between different educational systems. At least Chinese immersion education can speak to that – we teach American students with an American-based curriculum and certain Chinese schooling rituals. I will definitely continue with my research in this area and hope to extend my study into the impact of foreign language education on school systems.

NCLC Presentation

What has ended up being most useful for you as a teacher from what you learned in LTS?

The second language teaching principles and the theories behind second language acquisition vs. language learning are really the essence to help me understand how language proficiency should be developed. I can never forget Celce-Murcia’s representation of communicative competence, which really became the theoretical basis I go by while developing my language teaching strategies. I was able to have a good understanding on the national standards for learning languages, thanks to what I have studied about Communicative Language Teaching (CLT) in some of the LTS courses. In a nutshell, the learning in LTS helped me tremendously in my language teaching career. It was my first time to trust that college/graduate studies can actually greatly benefit the career practice.

Looking back, do you have any advice to current or future LTS students?

No. 1, study well, pay attention to what you are/will be learning with LTS, because whatever you have experienced with LTS could become very instrumental to your language teaching career (if that’s what you choose ultimately).

No. 2, better not neglect the study of the theories and always pilot any strategies that you create with a real class body. I am not an empiricist, neither a rationalist. I believe we should rely on both to reflect back and forth. Sometimes theories inspire a way. Sometimes practice finds the theory. Last but never the least, enjoy what you are learning and what you will be doing as a LTS fellow!

April 20, 2018
by zachp
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Student Spotlight: Zach Patrick-Riley

It is my pleasure to introduce you to 2017-18 LTS student Zach Patrick-Riley.

Zach enjoying the Alaskan summer.

Hi Zach! Please tell the world a little bit about yourself.

Hi! Oi! Hola! My name is Zach Patrick-Riley and I am originally from Anchorage, Alaska. I did my undergrad at Lawrence University in Appleton, Wisconsin (Go Pack Go!) and while there I discovered the joy of traveling when I studied abroad in London, England. Since that first time abroad, 2008, I have been to 38 countries around the world. People often ask what my favorite place is and it’s an impossible question… with that being said, Brazil is like a second home to me.

Zach representing the Pernambuco, Brazil state flag.

Zach enjoying a waterfall up close at Foz de Iguazu, Brazil.

Halfway through my senior year of college, I was still deciding what to do after graduation. Fortuitously, I attended a weekend workshop that my university put on about diversity on campus. The first night I was quite tired, but I saw a group of students sitting by a fire. I decided it was as good a time as any to branch out and meet some new people. Thankfully I did because I soon started talking to a student from Northeast Brazil, Gustavo. We got along right away and he asked me what my plans were for after graduation. Long story short, he put me in touch with the owner of a school in Brazil, Junior, who invited me to come teach there after graduation. At the time, I didn’t really know anything about Brazil but it seemed like quite the adventure (I didn’t even speak any Portuguese!).

Zach with a couple Brazilian students and Pikachu.

Zach with a group of teachers/friends he trained in Brazil.

I was quite nervous before the first class and wasn’t sure if I would even enjoy teaching. That all changed the minute class started. Do you know those moments in life where something just feels right? Well that’s how I felt about teaching. On that very first day, the energy in the classroom spoke to me on such a deep level and it has continued to do so ever since.

After spending six months teaching in Brazil, I returned to Alaska and from 2010-2014 I did a combination of substitute teaching and working in the art department on various commercials and movies (e.g. Big Miracle). I loved the flexibility that the jobs provided as I could work hard for a bit and then go travel to different parts of the world. In 2014, I decided to commit even more to language teaching and got my CELTA (a TESOL teaching certificate) before returning to Brazil to teach/do teacher training for 2015-2016. My second time over there just reaffirmed my love for language teaching and Brazil.

Zach at a farewell party with his fellow teacher friends in Caruaru, Brazil.

Quite the story! Was your journey to LTS as serendipitous?

Zach hiking with LTS friends Alexis and Lee.

It’s quite the story as well, but to sum it up: After returning from 2.5 years working and traveling in South America, I went to the 2017 International TESOL conference in Seattle. During the conference it became apparent that in order to get the kind of premium jobs I wanted, a Master’s degree was essential. Right after that realization, I attended a workshop and met a graduate student in the LTS program, Devon Hughes.

She spoke highly of the program and mentioned that the director of the program, Dr. Keli Yerian, was actually downstairs. I didn’t want to impose, but am glad I got past that because talking with Keli and other LTS faculty and students who were there inspired me to apply. I got my application ready as soon as the conference ended and now here I am one year later.

So how has the LTS experience been for you?

The experience has been life-changing to say the least, both personally and professionally. Succeeding academically in this program has meant the world to me on a personal level and really built up a lot of academic confidence that before was lacking. Everything we learn in the program directly benefits our future teaching endeavors. It is very hands-on so you get to mould your learning to suit your individual interests.

Zach doing a workshop on VR/AR and language learning which fellow LTS friend Logan Matz seems to be enjoying.

For me, what really makes LTS special is the community with the cohort and the professors. Everyone is so supportive and encouraging, while also making sure we each achieve our maximum potential. The professors treat us with kindness and respect, valuing and encouraging our contributions in the classroom. The professors always take the time to talk to students after class. I am forever grateful for the guidance I have received from my fellow cohort members and professors, as well as the smiles and laughter.

I know you work as a GE (graduate employee) at CASLS. What has that been like?

I know it sounds cliché, but CASLS has been life-changing as well. Just like the LTS community, what really makes CASLS so special is the energy. Every day I am inspired by the collaborative and innovative values to which CASLS subscribes. I have the supreme pleasure of working with LTS faculty member Dr. Julie Sykes, who has shifted the way I see communication due to pragmatics, and Stephanie Knight, who has greatly enhanced my efficacy with curriculum design and article writing. The superlatives continue as the rest of the people at the CASLS office are equally amazing and brighten my every day, even in the most stressful of times.

Zach with CASLS colleagues enjoying Halloween.

In terms of projects, there have been quite a few I’ve worked on. The biggest one is LingroToGo, a new Spanish language learning mobile application that promotes authentic language use, and dynamic game-based language learning. For this app, I have created a number of the animated videos, some video scripts, and done quality assurance testing. It is fantastic to be even a small part of a resource that, in my opinion, exemplifies the direction quality language teaching is heading.

Another project is writing articles for the online language learning newsletter Intercom, which offers cutting-edge research and ready-made classroom activities. This experience has allowed me to author publications that reach thousands of national and international educators.

During Winter term, I also worked with a group of visiting Japanese students from Nagoya, University, and as always, it reaffirmed just how wonderful it is to be in the classroom. I love that I get to be an integral part in the planning and implementation of all kinds of cool programs.

Zach doing a workshop on pragmatics with students from Nagoya University.

It sounds like it! Last question, are you excited to have started working on your final MA project?

I am indeed. It is a little daunting as time is flying by and we will be presenting before we know it… but when you love what you are studying/working on, it makes it fun and exciting.  My project involves pragmatics, pronunciation, and individualized learner instruction.

Any final thoughts?

Sim (yes in Brazilian Portuguese). The world responds when you take chances and put yourself out there. I was nervous before I talked to Gustavo at that workshop, or when I talked to Devon and subsequently Keli at the TESOL conference, and I was even nervous about applying to grad school and CASLS. As you read, they all ended up being positive life changing experiences and make me fill-up with emotion just thinking about them. Often the most rewarding experiences are intimidating at first, but just believe in yourself and you will end up in the most wonderful of places, like the LTS program.

Zach at the summit of Rainbow Mountain in Peru.

Thanks so much for taking the time for this interview! Best of luck in your completion of the program.

April 14, 2018
by LTSblog
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Alumni Spotlight Emily Letcher

Emily in Mexico – Celebrating Day of the Dead!

This week’s post highlights Emily Letcher, who graduated in 2016 from LTS. Emily began thinking about a future in language teaching as an undergraduate at UO, taking Second Language Acquisition and Teaching classes. She finished her MA degree with a project titled, “Teaching Interlanguage Pragmatics of Disagreement in a Secondary EFL Context Using Film and TV Shows”, and took off to Thailand to teach middle school before settling in Mexico at a university.

What is your life like now, almost 2 years after graduating from LTS?

From Eugene, Oregon to Bangkok, Thailand. From Bangkok to Miahuatlan, Mexico…I grew up in a city of 160,000 people, moved to another of over 8 million, and then decided to settle down in a relatively unknown, southern city in Mexico of about 45,000. I say “settle down” because I now live with my five adopted dogs. All of them are former street dogs here, each with their own story. It’s not always easy to care for them, but it’s definitely worth it.

One of Emily’s rescue dogs playing in the yard

What did you do in Thailand?

Emily with students in Bangkok

Through LTS internships with the US-Thai Distance Learning Organization, which had brought Thai high school students to Oregon several times, I was fortunate enough to make a strong connection with Thailand before even setting foot there. After graduation, I went to Assumption College Thonburi and taught for six months in their English program. Shortly after I arrived, the beloved King of Thailand, Rama IX, passed away. I witnessed an amazing movement of unity and mourning within the country. Bangkok was a whirlwind experience of culture and learning for me.

Traveling in Thailand

What has turned out to be most useful for you from SLAT/LTS?

I’ve just recently completed my first year as a professor at La Universidad de la Sierra Sur (UNSIS). Students here must take the Test of English as a Foreign Language (TOEFL) and a lot of what we do is to prepare students for that exam. It’s a good challenge for me as a teacher, one that I enjoy. In the LTS program, I focused on curriculum design, so I was extremely excited about, and grateful for, the opportunity here to dive right in and do meaningful curriculum work. I recently wrote a textbook for our first-year, accelerated graduate program. Now I am teaching the course. It’s amazing to me to go through the entire cycle, beginning with those lessons in LTS, to stepping out on my own and developing a full-fledged project, to putting it into practice in a classroom and seeing its results.

Centro de Idiomas at UNSIS -the English department

Do you have any advice or thoughts for current and future students?

Always be open to new opportunities. It may be a tired phrase, but it’s true. I could never have predicted moving to Miahuatlan de Porifirio Diaz, Mexico. It certainly wasn’t part of my ‘grand plan’. I came here with the idea of staying for a short time, but found so much more worth staying for.

A parade in Oaxaca – a city with a rich and artistic culture, two hours from Miahuatlan.

April 6, 2018
by zachp
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Student Spotlight: Krystal Lyau (2017-18)

It is my pleasure to spotlight current LTS student Krystal Lyau (2017-18).

Krystal on the California Coast.

Hi Krystal! Please tell the world a little bit about yourself:

I’m from Taiwan. This is my second year in the LTS program. I love fantasy. I can do nothing but finish a fantasy novel or a whole season of fantasy TV series in a day. I think that studying abroad is a fantastic and surreal experience too. We are so far from the world we are familiar with, and every day is such an adventure. It is like being granted another kind of life. For the first six months here, I always had this feeling that I was not sure which life was real, the one that I had left behind or the one I was experiencing at the moment. It is definitely a really scary but also exciting journey, like all the novels I have read.

You’ve been in the program for a year and a half right…How has your experience been? Any particular highlights? What are some key things you’ve learned in your time here?

I’m really grateful that I decided to be in this program. As an international student, the first half year here was the hardest. Not only did we have to keep up with the schoolwork like everyone else did, we also struggled a lot with the language, getting used to the academic environment here and overcoming other culture shock in general. However, the LTS program really made all these things much easier for us. The faculty and cohort have always been really supportive, sympathetic, and tolerant. I think the most important thing I have learned is to be critical but also open-minded about everything. Being in an environment with such a diverse culture and varied perspectives really broadens my horizons. It gives me an opportunity to think differently, and be more creative and liberal.

And I know you were involved with the Chinese Club last term. What was that like?

Krystal in front of Edison elementary school.

It was a brand new experience for me since I have only dealt with high school students before. How to interact with students, to manage the class, to design a lesson is totally different from what I was used to. Last term was especially more challenging than ever, with such a diverse level class, including native speakers, heritage speakers, and novice L2 learners. Classroom management was quite demanding as well because of some students’ lack of learning motivation. Despite all the difficulties, I’m glad that we tried some new things to cope with the problems, like separating the heritage speakers and L2 learners, differentiating the materials, and developing some classroom management routines. It was really rewarding to see that we had finally made some progress.

Krystal teaching students Chinese at Edison elementary school.

Are you excited to start working on your M.A. project?

Yes, it is definitely both exciting and dreadful. I can’t believe I have made it so far and things are getting real now. For my project, I really want to develop something that incorporates what I have learned and experienced as a learner and language teacher in this program.  I hope it will be practical and creative. This is like the last chapter of my journey. It is undoubtedly going to be the most challenging part of the story, but I believe it will be worth reading.

Krystal presenting her writing course for LT 548 Curriculum and Materials Development.

Any final thoughts?

I’m really grateful to have the opportunity to be here, thanks to all the support from my family, the faculty and cohort in this program, and my friends. I couldn’t make it by myself. The finish line is in sight. Good luck to all of us.

Krystal enjoying a moment of relaxation.

Thanks so much for taking the time for this interview! Hope you have a great spring term and finale to the program.

March 18, 2018
by Trish Pashby
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Alumni Spotlight: Li-Hsien Yang

Li-Hsien Yang graduated from the LTS Program with her MA in 2011. Since then, she has had a very interesting career in language teaching. We asked her to share some highlights.

Li-Hsien with Black Egg Hello Kitty at Hakone

What have you been doing since graduating?
I started my journey as a Chinese Flagship GTF (I believe they call it GE now). I started at the Center for Applied Second Language Studies (CASLS) in 2010 as an LTS student, and I have been working at CASLS ever since (I signed my contract in the morning of my Terminal Project presentation day). What could a be better surprise than an actual employment contract? I began my first official job title as a Chinese curricula assistant. I worked with the curriculum team for various online Chinese learning projects, Chinese assessment item writing, and grading. Gradually, my role shifted toward working with specific international students. Currently I work with partners overseas to do customized programs for international students. I develop programs from 3 weeks to 10 months long with integration of intercultural experiences, place-based theme module learning about global issues, language pedagogy and American education systems. Every year, I have about 70 students on campus or in the community for various purposes.

Li-Hsien (front, left) and 3-Week Oregon Experience Program for Nagoya University and Meiji Gakuin University students

What jobs or activities in the field of language teaching have been most interesting for you?
I love my current job. I am able to develop a program from a program design prospective, but I also get to do the nitty gritty logistics such as course syllabi design, lesson plans and both summative and formative assessments. I am always stimulated by my students’ enthusiastic positive energy and beautiful smiles. This is the most rewarding part in the world languages field, to work with international students. I love to try new ideas on my students and this has been very fun and full of surprises.

Farewell Party with Oregon International Internship Program student interns, principals, mentor teachers and host families

What advice do you have for new language teachers?
Self-care is essential!
There is no perfect lesson plan.
Be flexible.

Is there anything else you’d like to share with us?
I have been getting more interested in gardening, and I have started planning what to plant this year. Also, I enjoy trying different cuisines and having great conversations with diverse people.

Li-Hsien (center) with Oregon Experience colleagues Isabelle Sackville-West (Linguistics Dept undergraduate student) and Zach Patrick-Riley (current LTS student)

Thank you, Li-Hsien! We wish you much continued success in the field of language teaching–and a great garden this year!

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