LTS

Language Teaching Studies Blog Site at the University of Oregon

Staff spotlight Eden Cronk and Kayla Robinson

April 9, 2019 by krobin14 | 0 comments

This month’s LTS blog post features Eden Cronk and Kayla Robinson. Eden is our new Department Manager since July 7, 2018. Kayla is the new Undergraduate/Graduate Coordinator as of February 11, 2019. You can find them in the main Linguistics office Monday-Friday.

We are so very happy to be here.

Eden and Kayla, welcome to the Department of Linguistics this year! Can you tell us a little about yourselves? 

[Eden Cronk]  I was born in southern Oregon and have lived here most of my life.  After graduating from the UO with a Bachelor’s in Sociology, I was an AmeriCorps VISTA volunteer in southern New Mexico for two years.  In my late teens and early twenties I did some traveling, including a year in France and seven months Central America.  I have an 11 year old daughter who is my everything.  I enjoy reading, working out, and spending time with friends.

[Kayla Robinson]   I’m originally from southern Illinois. In 2015, I finished a B.S. in Communication Disorders and Sciences and moved to Eugene. “The west is the best.” When I’m not in the office I like to be in nature, try new restaurants, take film photos, and watch movies. I’m a big fan of Bob Dylan. I have a cat named Rorschach and I adore all 17 pounds of him.

“This boat is heavier than it looks!” -Eden

Both of you work a lot of ‘behind the scenes’ magic for students and faculty. Can you tell us an example of one or two of those things students may not be aware of?

[Eden Cronk]   I handle all of the contracts and personnel paperwork for faculty.  In other words, I make sure your professors get paid!  I organize the schedule with the main UO scheduling office.  This takes much more time than it should, if you ask me.  😉

[Kayla Robinson]   Students might not know there are several things I keep an eye on—registration, Graduate School procedure, etc. For example, if a student applies to defend, I will check how long their committee has been in place, how many dissertation credits they’ve earned, and if they are currently registered for dissertation. I can also help them with getting a room reserved for the defense. I do this so if anything isn’t in order, we can get it fixed before it leaves the department. My goal is to save our students from experiencing inconveniences later on.

 

What do you enjoy most about being in the Department of Linguistics and the UO?

[Eden Cronk]  I like working with the faculty and students the most.  This is a great group of people and I feel fortunate to be in this position.

[Kayla Robinson]  It is a blessing to be surrounded by people from all over the world. I also really enjoy hearing people speak a variety of languages in the office. (Sometimes Spike sings in French in the copy room!) For both our department and UO in general, the knowledge and innovation create a tangible excitement. I dig that atmosphere, and I am proud to be part of the campus community.

 

Is there anything that is, shall we say, NOT the reason you come to work every day?

[Eden Cronk]  Being at a desk 8 hours a day gets a little old.

[Kayla Robinson]  I’m not in love with sitting at my desk all day, especially when it is nice out.

“Have someone in your life who holds you like this.” -Kayla

Finally, if you had to pick a favorite word, in English or any language, what would it be?

[Eden Cronk]   I actually have several…shenanigans, superfluous, snafu, brouhaha, and kumquat.

[Kayla Robinson]   Saudade (Portuguese): Saudade is a deep emotional state of nostalgic or profound melancholic longing for an absent something or someone that one loves. Moreover, it often carries a repressed knowledge that the object of longing might never return. (Wikipedia)

This word is special to me because it describes my feeling toward leaving home for the west. I love the people and the life I lived in Illinois very much, but I know if I were to return it would never be the same. In that way I feel I miss something that no longer exists. It’s beautifully sad, and I don’t know of anything like it in English! It is similar to the Welsh word hiraeth.

Eden at Dean Creek Elk Viewing Area on the Oregon Coast

“Tide pools are my favorite part of the coast.” -Kayla

March 8, 2019
by LTSblog
0 comments

Student spotlight Zuxuan Ni and Yang Li

This month’s LTS blog post features Zuxuan Ni and Yang Li, who are both interested in teaching Mandarin to older children in the U.S. In LTS they have been taking some classes specifically focused on Chinese linguistics and teaching, as well as assisting middle and high school learners of Chinese at Oak Hill School in Eugene.

Yang and Zuxuan in front of Oak Hill School where they are assisting learners in Chinese. The snow is rare in Eugene!

Hello Xuan and Yang! Tell us a little about yourselves.

(Zuxuan) My name is Zuxuan Ni, sometimes my friends call me Xuan. I am from Beijing, China. I got married in Seattle and moved with my husband to Eugene three years ago. My interests include second language teaching and psychology and education. I like traveling. When I was studying for my first MA in psychology and education in England, I visited several European countries among which Denmark was my favorite. Now I am enjoying my time studying language teaching here in Oregon. I love this beautiful state very much and hope to become a Chinese language teacher after graduation.

(Yang) My name is Yang Li, and I’m from Hunan, China, where foods are known for being spicy. It’s no surprise that I love spicy foods. I got married in my hometown two years ago and came to the US with my husband, who is studying at Oregon State University right now. I’m really happy to study in LTS program and met new friends, this is a valuable treasure for my life.

What experiences in teaching did you each have before starting the program?

(Zuxuan) I worked as an L2 English teacher at an international high school in Beijing for half a year. During this period, I planned and delivered English lessons to seven classes with 20 students in each class. It was a great experience in which I engaged in creating a stimulating learning environment and varying my students’ learning activities in class by providing more interactive tasks to practice.

(Yang) I taught English grammar and TOEFL and IELTS reading before starting LTS. After graduating in 2013, I started working in an International high school for two years. During that time, I was responsible for teaching English grammar and tutoring students with their TOEFL reading. Then, in order to have more chances to gain teaching experience and work near my hometown, I got another job to teach TOEFL and IELTS reading in a private Language training center. Normally, the class size was pretty small, with three or four students per class. I enjoy teaching students and being one of their supporters. However, I desperately felt that I myself needed to improve before I could really help my students to a larger extent. So that’s why I’m here.

Yang Li visiting San Francisco

What attracted you to a program like LTS?

(Zuxuan and Yang) As we delved deeper into our English teaching work in China, we encountered some practical problems of developing our course designs and fostering students’ autonomous learning, which made us realize that we lacked some professional training in language teaching. This is why we are here in the LTS program. The courses offered by LTS are what we are expecting to learn. For example, in Second Language Teaching Planning, we learned how to analyze and examine the major methods used by L2 teachers to teach target languages as well as the principles and concepts associated with the L2 teaching. Such course perfectly met our learning needs and helped us build a firm foundation for a further career. We are very grateful for it and looking forward to the following terms!

We’re glad to hear that! What are you doing now in the program?

(Zuxuan and Yang) We are learning to develop language course designs for our target learners in the program. It is very helpful for us to learn to analyze our specific teaching contexts and set appropriate learning outcomes so that we can make our future language teaching successful. In addition we are working as Chinese language partners to teach speaking and listening at Oak Hill School (a K-12 private school in Eugene). We meet with two intermediate-level students aged 16 once a week to provide them with more language input and encourage them to talk with us about some cultural topics. We are happy to see that the students become more and more confident in speaking Chinese and they start accurately
using higher-level constructions when talking to us. It is always a pleasant time with the students.

What are you thinking of doing for your final MA capstone projects?

(Zuxuan) For my final MA project, I plan to design a task-based Chinese as a Foreign Language (CFL) course for the purpose of reinforcing middle and high school students’ oral skills by using authentic materials. I want to develop a course which is suitable for young students and offers helpful scaffolding for those lower-proficiency learners in the K-12 context. Since Chinese pronunciation, especially the tones, is generally considered to be a critical challenge for non-tonal language speakers, my project will focus on engaging students in meaningful tasks which involve a variety of tonal practice. Besides, I will also utilize a usage-based constructionist approach to offer form-function mapping to
students to learn distinctive Chinese structures. Hopefully, my final MA project can be useful for my future language teaching after graduation.

Zuxuan in San Antonio before joining LTS

(Yang) After graduation, I want to have more experience studying or working in the US. Therefore, for my final project, I’m thinking of teaching Chinese in a CFL context and to build learner agency by utilizing task-based language teaching principle in classrooms. And I’m seeking to see the effectiveness of the task-based approach in motivating students and in optimizing their learning experience. As a foreign language, there are not many opportunities for learners to practice Chinese, and mostly the learning behaviors are triggered by external incentives. So, I believe there is an urgent need to find how to encourage students to take initiative in learning Chinese. I hope my final project will be beneficial for my future teaching career.

Finally, this program is intensive, and we are now more than halfway through it! Are you looking forward to the last spring and summer terms?

(Zuxuan and Yang) Yes, definitely. We are definitely looking forward to the spring and summer terms. Because we may start guest teaching in different elementary schools in Spring and get more familiar with classrooms in the US. We are so excited about having these opportunities and experience. Also, we’ll start to write our final project and research for the topic we are interested in. Furthermore, we are really looking forward to the courses of these two terms, like the assessment and pronunciation course, which would benefit us a lot for our final project and future teaching career.

 

January 25, 2019
by LTSblog
0 comments

Trish Pashby on Teacher Training Trip to Pakistan

Workshop for English Department Faculty UE Lahore

LTS faculty member Trish Pashby spent the winter holidays conducting English teacher training workshops in Lahore, Pakistan.

Tell us about your trip to Pakistan. What exactly were you doing there?

I received a grant from the American Institute of Pakistan Studies (AIPS) http://www.pakistanstudies-aips.org/ to present a series of workshops for faculty at a university in Pakistan over a period of three weeks. They sent me to University of Education (UE) http://ue.edu.pk/ in Lahore to work with the English Department at their Township campus, which turned out to be fantastic. The administrators and faculty there were incredibly kind and really fun. They gave me an office, made sure I had everything I needed, and fed me delicious lunches every day. I met with some faculty one-on-one to discuss their professional development ideas and classroom practices—which were all very interesting and impressive. The workshops were attended by faculty (and some students) from Township campus as well as instructors from other UE campuses in Lahore and as far away as Vehari and Multan.  Sessions included “Professional Development for Very Busy Instructors” “Multimodal Learning” and “Creating Balanced Lessons” and were designed to be as interactive as possible. The participants were lively, experienced, and full of great ideas. I loved the way they were willing to engage in all kinds of activities and admired their dedication to their students and academic careers. I learned a tremendous amount from all of them.

Workshop Participants University of Education Lahore

While I was there, the university hosted their International Conference on English Literature, Linguistics and Teaching (ICELLT 2018), which featured speakers from all over Pakistan and the world. It was a very exciting three days of amazing sessions and plenty of socializing. I was happy to give a keynote talk (“Revisiting Motivation in Language Learning”), attend dozens of presentations, and get to know attendees during the tea breaks, lunches and the lovely “Culture Night” event, where a number of UE English teachers stepped up to the microphone to sing beautiful songs from their provinces.

Surprise Christmas Party at UE

Out to lunch with UE faculty (Ayesha, Dr. Humaira, Farzana)

AIPS also sent me on a quick trip to Islamabad to participate in the International Student Conference and Expo at a session titled “Student-Centric Learning.” What a treat to meet this group of students from universities all over Pakistan and hear about their classroom experiences and preferences.

You were in Pakistan before, right?

Yes, I traveled to Pakistan three times before as part of a U.S. State Department partnership grant University of Oregon had with Karakoram International University up in Gilgit, all really wonderful adventures. But this was my first trip to Lahore, which was very different from the cities of Islamabad and Gilgit. Lahore was bursting at the seams with energy: The streets were packed with cars, motorcycles, donkeys (pulling carts), pedestrians. The city has a great vibe, friendly people, and fabulous food.

Badshahi Mosque Lahore Pakistan

Walled City Lahore Pakistan

 

 Were you able to do much sightseeing on this trip?

Some! I spent a magical Sunday wandering through the Walled City (eating a traditional brunch at the fantastic Faqir Museum hosted by the owner, searching music shops for small instrument to use in my workshops), visited the incredible Badshahi Mosque, and then strolled around the historic Lahore Fort at sunset. I also took a lovely walk in Shalimar Gardens one afternoon and went to a really fun Rahat Fateh Ali Khan concert. Otherwise, I enjoyed exploring the little neighborhood where I stayed, with its parks and shops. I feel I’ve just started to get to know Lahore and will definitely have to return.

 

 

January 9, 2019
by LTSblog
0 comments

Alumni spotlight – Kelsey

Kelsey Hertal graduated from LTS in 2015. Her project was designed with the intention of heading to Latin America, which she did but not for her expected reasons as you will see below!  The project was titled, Integrating American English Pragmatic Instruction in Tourism Training Programs in Latin America: A Materials Portfolio.

Kelsey (middle) with one of her classes in Columbia

Hi Kelsey! What have you been doing since you graduated from LTS?

My story is about how to stay patient when at first you don’t succeed, and always remember that something good might be just around the corner!

When I graduated from LTS, it took about 4 months for me to find a job. I looked everywhere (and I mean EVERYWHERE) to find a job and no language school, international school, university, or community college was ready to hire me. I remember it was incredibly discouraging and I felt that all my hard work in LTS was useless!

In November of 2015, Keli emailed me about an immediate job opening at INTO Oregon State University. They urgently needed extra teachers because of their high enrollment numbers that term. I applied and immediately received a call asking for an interview. The following day I drove to Corvallis, interviewed, got hired on the spot, and was scheduled to start teaching the next morning. The only word I have to describe that morning was chaos, as they gave me my teaching material 15 minutes before the class started. However, with my adrenaline running off the charts and my heart beating a thousand times per minute, it was one of the most amazing teaching moments of my life. LTS prepared me 110% for jumping into a teaching environment with no plan and coming up with material on the spot.

My contract at Oregon State was supposed to last 6 weeks, but at the end of the term, the students wrote a letter of recommendation to the INTO OSU administration team begging for them to keep me on the teaching staff. To my surprise, OSU offered me a contract for the next term because I “impressed” them so much with my rapport with the students. I worked as an adjunct at OSU for a year and a half, and it was more exciting and fun than any teaching job I could have imagined.

At the end of my first year, I happened to meet a Colombian recruiter at an INTO OSU end-of-year work event. To make a long story short, we fell in love (yes, I know that took you off guard!), I quit my job at OSU, and I moved to Colombia in April of 2017. As soon as I arrived in Colombia, I had an interview at Marymount School Medellin and I was hired immediately as a High School English teacher.

I started the job in the middle of the school year, and once again, had very little preparation for what I would be teaching. I truly feel like LTS prepared me to hop right in to a teaching job that I wasn’t necessarily prepared for.

We got married this past July and we’re loving the newlywed life. I’m still working at the same school and I absolutely love my job as a High School English teacher. Although I never expected to teach high school, I wouldn’t change it for the world and I am so thankful for my students, the great teaching environment, and the classes I get to teach.

What a story! What have you enjoyed most (and least) about teaching so far?

My favorite thing about teaching is being with the students. I love seeing the “lightbulbs” turn on in the students’ minds and I love seeing learning actually take place.

I have the freedom to create all my materials, lesson plans, and activities for all my classes. And not only that, each class is based on a novel. So far, I have created units on the following books: Jane Eyre (Charlotte Bronte), The Book Thief (Markus Zusak), Fahrenheit 451 (Ray Bradbury), Romeo and Juliet (William Shakespeare), What I Saw and How I Lied (Judy Blundell), My Sister’s Keeper (Jodi Picoult), and To Kill a Mockingbird (Harper Lee). I can definitely say that teaching English through literature is the most fun thing in the entire world.

The thing I like least about teaching is dealing with unmotivated students who don’t want to learn, and as expected, I don’t love grading! 🙂

What has been something you learned while in the LTS program that you apply to your teaching now?

I learned so much in LTS that I apply to my teaching now.

  • The course on Culture, Language, and Literature (LT 528) helped me tremendously as, in my context, I teach English through literature on a daily basis in all my classes. While I was taking this class in LTS, I thought it would be really cool to teach English through literature but never thought it would be a reality for me. You never know where you’ll end up and what will actually come in handy in the future!
  • Learning how to truly write well. I can say I really learned how to write academically through completing the Master’s project. In my classes now, I teach my students academic writing, how to research, how to cite with APA format, etc. Without having put so much effort and attention to detail in my Master’s Project, I wouldn’t have been so equipped to teach this. Again, I didn’t necessarily expect that it would come in handy, but it did!
  • Like I mentioned before, through LTS, I learned how to jump into a teaching situation and figure out what to do on the spot. My teaching practicum (LT 537 Talking with Ducks) helped me with this greatly. It certainly helped me have confidence in front of a class and how to be creative without time to think.
  • Time management! As I’m sure with any Master’s program, you learn time management. However, if you don’t have time management skills, you will not survive as a teacher.

What are your hopes or plans for the future?

To be honest, I am incredibly happy where I am right now. I would like to stay here for at least two or three more years. I actually have fell in love with teaching high school English and literature, and I think maybe someday I would like to teach literature in an American high school. So far, life keeps throwing me surprises and each opportunity keeps getting better.

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

To any current and future LTS students, my advice would be:

  • You may think you have an idea of what you want to teach, but life may throw you something different, and it will probably end up being better than what you could have imagined for yourself.
  • Don’t give up if you can’t find a job right after finishing your degree. Be open to any job opportunity that life may give you and when the right opportunity comes, you won’t be disappointed.
  • Be truly grateful in the workplace. I have experienced working with many grumpy and unhappy teachers. Although teaching is a hard job, if you want to survive, you have to stay positive, be thankful for the job you have, and remember the difference you are making in your students’ lives.
  • Try your best in each class in the LTS program. The topics in each class will come in handy in the future whether you can see it or not.
  • The Master’s project is a life lesson; it gives you valuable skills for life. It teaches you how to be disciplined and how to manage your time. It teaches you how to give your best when you’re exhausted and feel like you can’t keep going. These skills will help you more than you can imagine in your teaching career (and in your personal life).
  • The Master’s project gives you the opportunity to enter into the world of academia and it teaches you how to become a writer and find your voice. Recognize the importance of this and how you will use these skills in your future career.

 

November 25, 2018
by LTSblog
0 comments

Student spotlight – Jesus

Jesus with some of his students in Cusco, Peru

Jesus Napancca Herrera is a current LTS student from Peru, now in his 2nd of 5 terms in the LTS Master’s program. Here he tells us a little about his past, present, and future.

Tell us a little about yourself – where are you from? Where have you traveled?

I am from Peru and lived in Cusco for many years. I was born in Lima, but since I was learning languages I thought I should move to Cusco, the city of the Incas and one of the largest tourist destinations in South America.

Tell us about your background in teaching and how you got the idea to start a language school.

I started teaching Spanish in 1997 and English in 1998. I was a private Spanish teacher for foreign visitors who were interested in taking intensive courses in Spanish. I was also teaching English to underprivileged kids from Cusco to contribute to my community. In 2000 I created a little cozy school for foreigners as well as for young Cusquenias who could not afford to pay for learning English. In April 2002 I opened Amigos Spanish School. In the same building we had foreigners learning Spanish and local young adults learning English. Both inspired each other and interacted on a daily basis.

The Amigos Language School that Jesus founded in Cusco, Peru

Another view of the Amigos Language School

What is your life like now here in Eugene? Is it very different?

My personal life hasn’t changed much. I am used to being busy every day and I even used to work on Sundays. The difference lies in the dynamic of my tasks. I used to be in charge of my work and have a group of staff working for me. Now I am working for the American English Institute at UO and I feel really fantastic! It is for me a great opportunity to grow as a person. I really appreciate my colleagues at work and my supervisors are amazing. While in Peru, I felt somehow lost and lonely because most of my compatriots thought I was busy for no reason, in a hurry and pathetically organized. Here in Eugene it is normal. So, I feel I am in my element now and don’t feel so lonely anymore. 🙂

You are teaching at the American English Institute as a GE (Graduate Employee teaching assistant) this term. What have you learned from this experience so far?

I have been learning many things, like how to work in a team. I have adjusted myself to following the new rules of this new job in a new country. My colleagues are supportive and always give me a hand at any time. There are great materials for teaching/learning English as well as new methods of teaching languages. Added to this, there is great infrastructure in the classrooms and at our offices. My supervisors and coordinator trust me in my skills as a teacher and allow me to adjust my class as I suggest. I feel privileged and for me, this experience is priceless.

What are some possibilities for your MA project at this point?

Day by day, the idea of my MA project is getting clearer in my mind. After all these months I have learned a lot in my classes in LTS and that helps me to have a better idea of what I would like to pursue in my MA project and my future career. I would like to specialize in LSP (Language for Specific Purposes) and for my future career I would like to work for companies that might need tutors or teachers for LSP.

What do you want to be sure to do during the rest of your year here? Do you have any specific goals or interests?

I would like to connect (which is already happening) the courses with my future career. I would also like to start my own consulting company to empower all kinds of schools that teaches languages.

November 2, 2018
by leilat
0 comments

Impressions of an International Student at the UO and the LTS Program

Post by Leila Tamini-Lichai, 2018-19 cohort

This post will NOT give you the typical information that you can easily find online about the LTS program or the University of Oregon. For me, as a current international graduate student in the LTS program, what I have experienced in the last month has been very different from what I thought it would be like.

I remember the time before I joined the LTS program. I had read about the program. I had checked the social media, LTS blog, and the website. I had also seen pictures and videos of the campus online, but I admit none of them did full justice to how beautiful it truly is. When I visited the university campus for the first time I was wowed by how amazing it looked. I am very happy that I got the chance to be in this program and at the University of Oregon. Therefore, I want to share my experience with you, and I hope it will help you know this beautiful university and this unique program better.

Trees 

The first thing you will notice on the campus is the variety of trees and their beautiful colors in the fall season. There are lots and lots of trees such as: oak trees, hazelnut trees, walnut trees, and many trees I don’t know the names of.

           

Other than trees there are also a lot of friendly squirrels that live on the campus and sometimes peek into your classes. There is a friendly one living around Friendly Hall where the LTS classes are usually held and according to one of our professors, he is named Harry! The picture below was taken outside our class at Friendly Hall. I usually spend my class breaks sitting on those benches and enjoying the sun. These benches can be found all over the campus.

Knight Library

Another great thing about the University of Oregon is its library. It is a great library for nerds like me. There is a huge sitting area on the first floor where you have access to computers, printers, scanners, and reference books. There is also free internet access. There are literally millions of books available to read, and there are also plenty of sitting areas provided. In the basement there’s a café, so you don’t have to go without your caffeine. I personally like the UO library very much. In the picture you can see how big the building is. The library also has a website where you can find almost any book or article you are looking for.

 

Agate Hall

Agate Hall is home to the American English Institute (AEI) and where some of our classes are held. It is a beautiful building surrounded by beautiful trees. It truly is a hall for languages. When you go in, you see students from many different nationalities and can hear very different languages spoken. Sometimes I just go there, sit in one of the study areas provided for the students, and just enjoy the environment. If you are an international student and need to improve your English, AEI can help you.

Yamada Language Center

Fortunately, we have one of our classes at the Yamada Language Center (YLC) this term. In this center, languages other than English are taught. It is a very welcoming environment for students to learn other languages. The Center is located in Mckenzie Hall and has very high tech classes. The Yamada Language Center works with a number of language departments at the University of Oregon and also has classes for less commonly taught languages such as Russian, Arabic, Persian, and Swahili.

The Faculty

Last but not least, I would like to talk about the academic aspect of the LTS program and its faculty at the Department of Linguistics. While you are in the LTS program, you will benefit from the great LTS program curriculum. You will study about the theoretical aspects of language teaching and ways of putting them into practice. From the beginning, you will participate in teaching and will have many opportunities to observe language classes. Also, the LTS faculty are very knowledgeable, kind, patient, and open minded individuals. They have always answered my questions and have gone out of their way to help me with my problems. I personally am very proud and happy to be part of this wonderful academic community.

 

October 10, 2018
by LTSblog
0 comments

Alumni post Sue Yoon

Sue Yoon completed her MA in Language Teaching Studies in 2017. She started as an undergraduate student at the University of Oregon who took a few Second Language Acquisition and Teaching (SLAT) certificate courses and got hooked on language teaching and research. She also earned a concurrent MA in the East Asian Languages and Literatures Department while at UO.

Sue about to start her Ph.D. program at the University of Hawai’i

What have you been doing since you graduated with your concurrent MA degrees from LTS/EALL?

After I graduated with my concurrent MA degrees from LTS and EALL in 2017, I went back to Korea, hoping to gain language teaching experiences outside the university setting. While I was in Korea, I luckily had the opportunity to work at an English learning center. The students who visited the center were mostly 4th to 6th grade students from local elementary schools. The center offered programs in which students learned English in a short-period (5-10 days) immersion setting. During the day, students usually had some content classes, such as peace, culture, eco, UNESCO heritage, and UN SDGs classes, and they participated in games and activities in the evening. In the meantime, I was admitted to the University of Hawai’i at Mānoa, and I have entered their PhD program in Korean language and linguistics this Fall term.

Sue (bottom right front) at the Global Peace Village in S. Korea

What did you enjoy while working as an English teacher in Korea?

I particularly enjoyed teaching English in an environment where the learning of English grammar was not the focus. I had a lot of fun teaching a variety of subject areas in English, and it was great to see how students enjoyed learning English integrated with other content subjects. It was also a great opportunity for me to design lessons and activities to teach content from other subject areas in the target language. From this experience, I have learned that students can learn much more when the content is relevant to their own lives and interests and that the learning environment plays a critical role in language learning.

In what ways did your MA degree(s) prepare you for this position?   

Since the target learners were mostly young students, it was very important to provide them with a lot of fun interactive classroom activities and games to keep them focused and interested. What I learned from Dr. Laura Holland’s LT 537 was particularly helpful because I had gained a lot of ideas for short and long classroom games and activities for different themes from the course. Also, learning what to take into consideration when designing a lesson and how to effectively sequence activities within a lesson from Dr. Keli Yerian’s LT 436 and other LT courses definitely helped me when developing lesson plans and class materials.

What are your plans for the next few years?

I have just moved to Hawaii for a PhD program. While pursuing a PhD degree at the University of Hawai’i at Mānoa for the next few years, I will also be teaching Korean language classes at various levels at the university and participating in a variety of events related to Korean language teaching and learning.

What topics are you hoping to pursue in your PhD program?

I have been very interested in multimodal analysis of Korean conversation. I would like to research the role of nonverbal communication cues that have not yet received attention, such as nonverbal speech sounds like hisses and oral and nasal fillers, in relation to (im)politeness and speaker stances. I also hope to develop pedagogical materials to bridge the perceived gap between recent theoretical findings of Korean linguistics and Korean language pedagogy.

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

I consider myself very lucky to have met Dr. Keli Yerian in LT 436 class and joined the LTS and EALL graduate programs. I really appreciate all the opportunities I had during my studies at the University of Oregon. All of the faculty members that I have met were always willing to help and support each student in the program. So don’t be afraid to ask for help when you are struggling with something!

August 22, 2018
by zachp
0 comments

LTS 2018 commencement and words of wisdom

This past Saturday, August 18, 2018, 11 incredible individuals felt the accumulation of 15 months or 2 years of hard word, perseverance, and knowledge building. Smiles, laughter, and tears of joy were seen throughout the ceremony. The two overarching themes for the day were inspiration and community.

For inspiration, a quote from LTS director Dr. Keli Yerian’s commencement speech captures the beauty and complexity of language teaching: “Language learning is like a  4-dimensional puzzle that you live inside while you are solving it”. As the graduating students saw in their classes, helping students learn a language is not always a simple if>then formula; rather, each students is on their own journey with every new word, text, and social interaction. It is then teachers who help facilitate students’ understanding of these complex puzzles and help them feel empowered to want to continue to solve it.

For community, the graduating students will be dearly missed, but the good news is they are forever part of the LTS family. As LTS faculty member Laura Holland said in her speech to the graduating class, “Welcome to the family.” By this she means the LTS family but also the family of language educators and leaders.

Messages to the new cohort

With every new academic year the LTS family continues to grow. To help the new LTS student cohort as they begin their Fall term in Eugene, some LTS faculty and graduating students had the advice below to share. When Laura Holland welcomed the graduating class into the family, she also summed up everyones’ feelings about the incoming cohort, “Welcome to Eugene and to the LTS Program. We’re so happy you’re here!”

Self-care and study breaks

  • Make sure to find your own balance between working hard and self-care. This is a short program, so you can’t afford to procrastinate or dawdle, but you won’t make it through with your sanity intact without listening to your brain and body when they tell you they need a break. Balance is key! – Logan Matz
  • Build breaks into your day, sometimes taking an afternoon for a hike can be just what you need in the middle of a tough term. – Lee Huddleston
  • Don’t forget to get some exercise and take care of yourselves. Mount Pisgah is a wonderful place to walk and run- close to town, but you feel farther away. Try some of the trails other than the main walk to the summit – there is a longer trail that loops around the whole park, and a trail that goes along the river. Have a great beginning of the year! – Prof. Joana Jansen
  • Maintain a balance in your life! Of course we want you to focus on your studies and work hard, but Eugene is full of interesting and wonderful opportunities for just about any interest. Explore some of these. Find groups or activities that match your hobbies. Make friends and connections outside of just our program. You’ll have a more authentic experience in Eugene this way. – Prof. Andy Halvorsen
  • Take study breaks and get some fresh air. Every time I went for a hike, I noticed an immediate positive affect on my mental and physical health. In turn, it helped me be more effective when I returned to working. Plus, there are so many beautiful hikes around Eugene. – Zach Patrick-Riley

Challenge yourself and keep an open mind

  • Challenge yourself, take chances, this is the time to experience and learn. Apply for a GE position, take a challenging class that interests you, do that internship (I did all 3 one term, you can too).  This year will really be what you make of it, so make the most out of it. Tell Keli what you are looking for, she is an awesome resource! – Lee Huddleston
  • Wake up early!! – Kunie Kellem
  • Keep your minds open to new practices and ways of looking at language education and right from the start, begin a portfolio of teaching ideas and practices you can take with you, even if the varying practices seemingly contradict each other. This is excellent practice and will help you build your “teaching toolbox” with many ideas you can use in a variety of teaching contexts your path may take you on. – Prof. Laura Holland

Plan ahead

  • I’m sure everyone will tell you this, but start thinking about your project early, make sure it’s something your passionate about, something that you won’t get burnt out on. Bounce ideas off of everyone, teachers and cohort members. Start double dipping, designing things for your project in other classes. Every final project/ lesson plan that you write should ideally be toward your target context. – Lee Huddleston
  • Try to find a purpose or a goal for this MA program as soon as possible. The earlier you decide your research areas, the easier it will be in the last two terms.  – Logan Matz
  • To the incoming cohort, welcome to Eugene! You’ll be really busy in the program and there is a lot to learn. Think about how all this information is applicable to your goals, your teaching situation, and the students you will have. – Joana Jansen
  • The term system in UO is much more intensive than the semester system, especially for those who are used to the semester system. Therefore, to reduce the stress, maybe start planning midterms and finals earlier so you don’t have to finish everything at once at the end. Try to think about the topic for your final MA project as early as possible and relate the work you’re doing for the current courses to it. – Krystal Lyau
  • It is a good idea to not procrastinate things. Many things can come up as time goes, so do whatever you can when you have time.  – Kunie Kellem
  • My suggestion is to really stay in touch with what you personally want to get out of this program because one year will go by fast and before you know it you will be writing your final project. I would also suggest to read some other students’ final projects who have graduated. There are a few students who will be continuing their LTS program for a second year, so it could help to utilize their knowledge if needed (I am one of the students who will still be here). One last suggestion, I would read as much as possible and keep a list of all the readings you are doing. You can write notes about what each reading is for easy reference back to something that you may want to use in your final paper. Learn how to skim read because you may have some times when you just cannot read the entire reading in time, but also make sure that you know how to accurately site your resources. For me, one of my favorite things about grad school is research, research, and more research. Usually that means reading about other people’s actual research and I find that a lot of the work hinges on that, so get used to that right away. – Shayleen Eaglespeaker

Turn to each other as a resource

  • Every previous cohort that I have observed since 2009 benefited from turning to each other as a resource to help each other with academics, paired projects and camaraderie. In addition to forming study groups, they have taken trips and hikes together, had parties and gained strength from the group. This helps almost everyone thrive in the short but intense program, and not only makes for life-long memories, but gives you a group of dedicated people you can continue to turn to after finishing the program and move to your next phase. – Prof. Laura Holland
  • Really take the time to get to know your other cohort members. Make frequent efforts to study together, and most importantly, hang out together. They will be your greatest resource over the next year. Lee Huddleston
  • Ask for help. You have a group of faculty and support staff in your program that want to help you. If you are struggling with anything, talk to someone. One of the biggest mistakes people sometimes make in a new program is waiting too long to ask for help. Big questions or small, just ask it! – Prof. Andy Halvorsen
  • It is very helpful for some of the students to study together, since many of the classes will be with your cohort. – Shayleen Eaglespeaker
  • Don’t hesitate to talk to your cohort or the faculty of the program if you are having some difficulties. They are all willing to help. – Krystal Lyau
  • Go out with your friends or cohort every once in a while. Grabbing a coffee, drink or even sweets and talking with them can make you feel better. – Kunie Kellem

The final piece of advice comes from 2017-2019 LTS student Shayleen Eaglespeaker who says it is important to stay true to yourself and who you are. “Don’t be afraid to be different. Each person is coming from a different background and has a point of view that can offer a lot to your peers, so my advice would be to embrace that!”. Her words apply to the entire family, as this individuality and mix of backgrounds is what makes the LTS program so special. Congratulations again to those who graduated and best of luck to those who are just getting started. May you forever continue learning, challenging yourself, supporting your colleagues, and following your dreams.

Pure elation from the 2018 LTS graduating class and LTS faculty members.

 

August 15, 2018
by LTSblog
0 comments

Alumni spotlight: Liatris Myers

LTS students can publish too!

Lia Myers graduated from LTS in 2015 and recently published her MA project in the ORTESOL Journal. Her project title was Integrating Instruction on Pragmatically Appropriate English Oral Requests into IEP Courses in the U.S. 

Me hiking in Cocora Valley in the department of Quindío, Colombia.

What was your project about, and what prompted you to consider publishing it?

My project was about teaching pragmatically appropriate English oral requests to adult ESL learners studying English in the United States. Working in the American English Institute at the University of Oregon, I had observed that there was a strong tendency for ESL learners at all language proficiency levels to make oral requests that sounded rude to Americans and that this caused social problems for the learners who did not intend to be rude. I wanted to understand why this situation existed and how it might be resolved. It was Keli Yerian (the LTS Program Director) who suggested publishing the project. She had just read for the first time the chapters where I explained my conclusions from my research and what I was proposing to do, and also my initial draft of pedagogical solutions. Going to meet with her to discuss it, I was really nervous because what I was proposing was very unconventional – I felt it was what my data said needed to be done but I’d never heard of anything like it – and I was worried she would say it was no good. Instead, she said I really had something to contribute to the field and I should publish it. It was one of the proudest moments of my life!

Lia’s article. It is noteworthy that in the same issue another article by LTS faculty Andy Halvorsen and LTS 2018 student Kunie Kellem is also published.

What was the process?

From the time Keli told me I should publish I intended to do it, but after graduation life was very busy starting my teaching career and I didn’t complete the first draft of the manuscript for publication until after my first school year of teaching. However, I’m glad it happened that way because in the intervening time I had the opportunity to gain more practical teaching experience including with some of the techniques I discussed in my project, which enabled me to improve my manuscript with examples and suggestions from the classes I had taught. I first submitted the manuscript to the TESOL Journal, but they rejected it because it didn’t have the type of research they were looking for. I used their feedback to rewrite it and submitted it to the ORTESOL Journal. They responded that it was interesting but they thought it would be more appropriate as an extended teaching note rather than a full-length feature article (the category for which it was submitted) and invited me to rewrite it for the extended teaching note category. So I rewrote and resubmitted it, and the paper was finally published in the 2018 edition of the ORTESOL Journal (available here: https://ortesol.wildapricot.org/Journal2018). So that was three drafts of the manuscript for publication with each draft being reviewed by some combination of Keli Yerian, Linda Wesley (my project advisor), Jim Myers (my dad who has always edited my work), as well as TESOL and ORTESOL reviewers, all of whom gave me feedback to use to revise and improve the manuscript.

How much does your published article resemble your project – what had to change?

The biggest change was I had to make it a LOT shorter. The original project is 143 pages including end materials, but what was finally published is only 10 pages. This meant I had to really distill the project down to the essential points. I also added examples and suggestions from my post-graduation teaching experience and made many changes to both the writing and the content of the manuscript for publication based on feedback from TESOL, ORTESOL, Keli Yerian, Linda Wesley, and my dad, though the core ideas remained the same.

What have you been doing since you graduated from LTS, and what are your future plans?

Oh gosh, I’ve done so many things since I graduated from LTS. Besides getting my MA project published, I taught ESL/ESOL at INTO OSU (Corvallis, Oregon) for several months, then at Chemeketa Community College (Salem, Oregon) for seven terms. While at Chemeketa I wrote and piloted the entire curriculum for a new course on basic computer skills for learners who don’t know how to use a computer or who have a low level of English language proficiency or both. It has since been used by several other teachers in Chemeketa’s ESOL program and I’ve had really positive feedback on it. I also presented on integrating instruction of digital literacy skills into ESOL courses focused on other topics such as reading and writing, listening and speaking, etc. at the Fall 2017 ORTESOL Conference. This year at the beginning of January I travelled to Medellín, Colombia to have the experience of moving to a new country where I didn’t really know the language to look for a job. Seven months later I know Spanish well enough to manage my own affairs in the language, have worked at a private school (preschool through high school) in the Medellín area for a few months, and learned to dance (Colombian salsa). In September I’m headed to Japan to teach at a university there until late January. After that, who knows? There’s a whole world of possibilities out there…

The goodbye message, card, and food from the goodbye party that one of my groups of 5th graders gave me on my last day at the school I worked at in Colombia

Any advice you have for current or future LTS students?

In terms of choosing a topic for the project, I recommend identifying a problem in which you are interested, then figuring out why it exists and how to solve it. Later, if you want to publish, have practical experience with your solutions before you write it up for publication and draw on those when writing your manuscript. Be prepared to do much revision and have people around who can read the manuscript and give you good feedback to help you make it better. When you submit it, choose a journal and category that really fits what you have. Finally, don’t be afraid to pursue an unconventional idea that really seems right. It may be the novel approach that’s needed.

August 7, 2018
by LTSblog
1 Comment

Alumni spotlight: Tiffany Van Pelt

This alumni post focuses on the international adventures of Tiffany Van Pelt, who graduated from LTS in 2015 and was one of the first students to post on our LTS social media. Here is an update of what she has been doing since then.

Tiffany with soursop

What have you been doing since you graduated from LTS?

Since I graduated I have been living and working in Libreville, Gabon in central Sub-Saharan Africa. I first came here for a 6-month internship with the Gabon-Oregon Center, then returned to work in various language schools over the last two years. I teach general English courses, English for Specific Purposes, and TOEFL preparation courses to adults and teens, and I have provided some professional development training to local English teachers enrolled at the Ecole Normale Supérieure de Libreville. I also do French to English translation work.

What has been most meaningful for you about living in Gabon?

For me this answer has two aspects, the professional and the personal. Professionally, the most meaningful thing for me has been being able to work with my students over the long term and watch them improve. It’s so fulfilling to see students going on to use their English skills in their professional lives outside the classroom. 

ESC meeting July 2018

 Personally, the most meaningful thing about living here has been the ability to rebuild my fluency in French to the point where I can clearly express myself and form deeper friendships in my community. I have a BA in French from the UO, but spent about a decade without speaking it on a regular basis. It’s a dream come true to be able to live in a francophone country and regain those language skills, and I believe it helps me remain empathetic and encouraging towards my students as they work to reach their goals in English.

I hear you have an exciting new adventure coming up – could you tell us about it?

Yes! I recently accepted a position as the 2019 English Language Fellow for Madagascar. I will be leaving Libreville in January to begin work there with the Ecole Normale Supérieure in Antananarivo. I will be working with local teachers to train on implementation of a new secondary school curriculum, as well as visiting teachers around the country to provide professional development seminars. In addition to this, I’m hoping to be able to provide some extra ESP instruction to local groups as opportunities arise.

What do you hope to learn as an ELF?

I am hoping to learn how to navigate working with local governments and institutions a way that is productive and beneficial for everyone involved.  I’m also looking forward to learning from and brainstorming with the local teachers. I am excited to get their perspectives and ideas towards the implementation of pedagogical innovations in environments that may have a substantial lack of resources. 

Thanksgiving in Gabon

Now that you’ve been teaching for awhile, what do you think has been the most valuable aspect of your time in LTS?

There is very little access to English books, save for those few that are imported, in Gabon. It’s very difficult and expensive to receive shipments of goods from abroad. The curriculum and materials development experiences I had in the LTS program have been invaluable in mitigating this issue and helping me develop my personal library of teaching materials. 

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

I have three pieces of advice for LTS students: first, take as many opportunities as you can to get in the classroom and practice! Second, start building your materials libraries now, (particularly if you plan to work abroad), as part of your smaller projects for classes or as part of your final project. These resources will come in handy later. Finally, take the time to cultivate and maintain friendships with the LTS community. Teaching English isn’t for everyone – much less living abroad! The friends that you make during the program will understand your passion for this profession and will be a huge source of support and community both now and in the future.

 

Skip to toolbar