Balloons at sunrise in Kapadokya

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

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

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

Touring in Ancient Ephesus

What are you enjoying most about Türkiye so far?

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

Has anything surprised you?

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

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

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

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

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

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

John and Lisa overlooking the view of Ankara

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

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

A typical Turkish breakfast spread

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

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

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

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

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

What are you enjoying most about living in Korea?

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

Did anything surprise you? 

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

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

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

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

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

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

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

At the same time…

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

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

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

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

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

Iftar with students during the month of Ramadan

What have you enjoyed most about this work?

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

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

Visit to Afrodisias ancient city during a mid-semester break

Any particular challenges?

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

What should LTS students or alumni know about EL Programs?

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

What advice would you give our graduating students?

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

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

Special guests Jiyoon and Chris join us 6 years later to update us on their lives in language education after LTS.

Chris, Jiyoon, and their son enjoying a break at the STL Zoo

Jiyoon: Hi, I’m Jiyoon Lee, and I am a LTSler from 2017. I’m originally from South Korea but have been here in the US since 2016.

Chris: I’m Chris Meierotto, and I graduated with Jiyoon in 2017. I’m originally from Colorado, but I spent some time gallivanting around Europe and South Korea studying language and teaching English until I met Jiyoon a decade ago.

Jiyoon: I was his Korean teacher in Seoul at that time.

Chris: That’s right, lol. I was teaching EFL in a Korean public school when I decided to take some Korean classes to help make life more accessible, and it turned out that she was my teacher. A decade later and here we are.

How has life been for you since finishing the LTS program?

Chris & Jiyoon: Busy.

Jiyoon: After graduating from the LTS program, I applied for Korean teaching jobs in the States. To tell you the truth, at first, it was a slow process and I started to become impatient, but within a few months after graduating, I started to get interviews and a few offers. I decided to accept an offer at UC Berkeley. Chris and I moved down there in 2018, and I worked as a lecturer in their Korean program until the pandemic hit. My specialty at Berkeley was with first-year and heritage learners. Working at Berkeley was a great experience. It gave me an understanding of how language programs function in higher education in the US. We found out we were pregnant in Nov 2019, and shortly after that, the pandemic hit. I decided to take some time off and be with my newborn for a year, and that year was a good break. I got to stay at home with both our baby and Chris for most of the pandemic. I also finished and submitted my first publication to the Journal of Korean Linguistics during that time. In 2021, one of my former colleagues connected me with the Korean program coordinator at Washington University in Saint Louis (WashU). I was able to fill an opening, and I’ll be starting my third year here this fall.

Chris: I was so proud when Jiyoon started getting offers from famous schools and gladly followed her down to the Bay Area. The Bay Area was a great place for me to gain a lot of experience in a short time. Life there certainly isn’t cheap and at one point after our son was born, I was working four jobs to make ends meet. I was teaching in an intensive English program, adjuncting at Berkeley, coordinating a citizenship program at a non-profit, and examining for one of the major international English language assessments. The hustle was real, but each of those jobs taught me so much. They also helped put my LTS training into action.
The IEP I taught for was an open enrollment private academy- I was teaching a six-hour intermediate ESL class four days a week. With the open enrollment model, the course had no clear start or end and just perpetuated itself for the three years I worked there. During the pandemic, the course blended with an advanced one, so I got to work with the same students for nearly three years. That type of intensity forced me to look back on my LTS training in planning. By working with students so intimately in that capacity, I began to critically think about how to connect the language aspect with the students’ real-world experience. There were a lot of incidental lessons based on student needs; everything from writing police reports and asking landlords for extensions to drafting statements of purpose and negotiating when buying cars. I still communicate with that group regularly.
At UC Berkeley, I was able to jump into their Summer English Language Studies program where I designed and taught three courses; an academic writing one, a grammar and academic language writing one, and one called “The Science of Innovation”. I used some materials I created in the LTS program as part of my application at Berkeley.
At the non-profit, I was involved in teaching academic ESL, and I helped develop programs for trafficked youth, for nurses and medical professionals, and also for hospitality workers. I also got my hands dirty with some grant writing there, and in 2020, our proposal was awarded a $250,000 federal grant for an ESL citizenship program. I coordinated and piloted its first iteration before leaving California in 2021.
My favorite experience in the Bay Area was getting my foot in the door to become a certified examiner for that language proficiency test. My MA from the LTS program qualified me for the position, and after some rigorous training, I passed the certification and have been going strong ever since. I must have interviewed at least 7,000 face-to-face candidates since starting to examine in 2019. I’ve definitely read over 100,000 exams in my tenure as well. During the pandemic, the writing examination portion of the test moved to a remote one which is something that I continue doing today.

Jiyoon’s son’s first Halloween in California

Jiyoon: I know it sounds like all we do is work, which is true, but we’ve also done some traveling. We’ve been back to Korea twice since graduating. We’ve also been to quite a few National Parks; Crater Lake, Yosemite, Sequoia, Lassen, Redwoods, Yellowstone, Grand Tetons, the Great Smokey Mountains, Mammoth Cave, and we’re heading to the Great Sand Dunes, and maybe Rocky Mountain in Colorado in May.

Chris: With academic jobs, it’s pretty common to move around quite a bit until you get enough experience or have the right credentials to where you can find a good opportunity and kind of settle down. Having to move across the US a few times has given us great opportunities to see the natural beauty of this country.

Jiyoon: We also love being parents. It’s so amazing watching our son grow and develop by the day. We’re raising him to be bilingual, and he’s getting the hang of both languages and he knows which one to use with whom. It’s so cool!

What are you currently doing within the field of language teaching?

Chris: I am still examining writing and speaking for that test. I rate writing samples from home and travel to Chicago on weekends once a month to conduct speaking exams. I’m contractually bound not to say which exam I work for, but it’s captivating work with a lot of responsibility. Test candidates use the scores I give them to apply for universities in English-speaking countries and visas across the commonwealth. I have a huge ethical responsibility to be accurate and give each exam my full consideration because giving a wrong score could derail a person’s life and ambitions. Interviewing that many people and reading that many exams have given me a lot of insight into the human condition. What started as a side gig turned out to be a full-time one and I’m humbled by it. What I learned in the LTS assessment course helped me discover this career path and it also helped me interview competently for it.
Examining isn’t my only job. I was also able to jump in as an adjunct at a few departments at WashU as well. I teach in five schools at WashU; engineering, medical, architecture and design, law, and arts and sciences. I don’t teach those subjects, but I do teach English and writing. I work with international graduate students and post-doc researchers. I’ve had to push myself hard to learn how to teach legal and technical writing and to help students improve presentations in science, medicine, and engineering. The work that these students and postdocs are working on is often mind-blowing, and I’m glad I can provide them with the English language support needed for their university acculturation and professional development. At WashU, I also am helping develop courses that feed into a certificate program for their English Language Program. We’re also working on a few projects there and am excited about some new directions that it’s moving in. I volunteer for TESOL as a conference proposal reader as well.

Jiyoon: I am teaching in the Korean program in the Department of East Asian Languages and Cultures at WashU. I teach 1st through 3rd year Korean. It’s a big and intensive program here, and the lower-level courses are taught via a coteaching model. It’s a lot of work planning and innovating, but it’s fun. I am also the program’s student engagement and activities coordinator. I’ve been planning and organizing department and campus-wide events that engage students in learning about traditional and contemporary Korean language and culture. Since coming to WashU, I’ve participated in some conferences, too. I have presented at a few here on campus, and I am planning on presenting at next year’s AATK conference. Also, after hearing from Chris how much fun being a language assessor is, I’ve decided to pursue my ACTFL OPI assessor certification for Korean later this year.

Looking back at your time in the LTS program, what is an important takeaway or lesson that your time at UO gave you?

Jiyoon: I was fortunate to have the opportunity to teach Korean as a GTF at UO. I also took electives within the Korean department. These opportunities helped me tremendously with my career path. If you want to work as a GTF or take courses within your chosen language, do it! UO has many great resources and opportunities available that complement the LTS program.

Chris: During the LTS program, you focus so much on your work that you don’t always get to see what your cohort is working on at the moment. When it comes time for the cohort to defend their terminal projects, you suddenly see how truly diverse, amazing, and inspiring their work is. I am still humbled from watching Joline Adams, one of the 2017 cohort, present her work on Ichishkíin and place-based maps.

 Chris on his way to Alcatraz Island in SF

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

Jiyoon: The LTS program provides the perfect climate for a supportive and diverse cohort. Embrace diversity and contribute to that support system. It will enrich your experience.

Chris: The LTS program is intense. You learn a lot in a short period. If you are a novice teacher, you will competent upon completion. If you’re an experienced teacher, you’ll be able to explore new avenues and enhance your teaching and find your passion. If you’re a linguist, you’ll be able to put function into pedagogical practice. Everything in the program is an exercise that sets you up for a successful career in language teaching. Take advantage of that and tailor your projects towards your future career goals. Diversify your projects under an overarching theme. Attend conferences and present at symposiums. Treat your coursework as a portfolio and consider how to create a story with it; doing so will help you when applying for jobs. It will also give you a clear focus.

Iryna’s Home City Vinnytsia

Tell us about the course on Ukrainian that you are teaching now. Is it a new course or just new to you?

I am teaching an intensive 4-week Virtual Immersion Course on Ukrainian language for the Concordia Language Training Center in Minnesota. I am connecting with students online (through Zoom) Monday through Friday for daily 6-8-hour language sessions. There is a total of 30-40 training hours per week consisting of 2/3 synchronous and 1/3 asynchronous activities. These hours include classes with up to three students, independent study, and activities with the entire cohort. This course on Ukrainian is new for both the Concordia Center and for me.

Does it have special significance during this time in history with the invasion of Ukraine?

Of course! Since Russia brutally invaded Ukraine on Feb. 2022, the world has changed drastically. All branches of the US and state governments have always faced a growing need for employees to function in a globalized environment, dealing with colleagues, partners and clients domestically and all around the globe. War in Ukraine shaped this globalized environment significantly. People all over the world want to speak with us, Ukrainians, in Ukrainian to celebrate our culture, liberty, and the incredible courage with which our people are now standing up in their own defense in the face of indescribable and unprovoked brutality.

Who are the kinds of learners who are taking the class? Why are they taking it?

Iryna Wearing the Colors of Ukraine

This course is a Government Training Program and is only available to individuals associated with the United States Department of Defense. It is designed to target students who have tested at the 1+ to 3 range on the ILR scale. Most of students are Russian speakers with 2+ on the ILR scale with limited Ukrainian background.

You have taught Russian in the past. What is it like to also teach your home language now?

I have native proficiency in both languages; however, Ukrainian is my native language. It is much easier for me to teach Ukrainian from a “technical side” in comparison with teaching Russian. Since I grew up in Ukraine, I can share with my student’s authentic knowledge on Ukrainian history/culture/customs etc. I feel very privileged to teach Ukrainian language.

Do you have any last thoughts on these topics?

I have been long waiting for the opportunity to teach Ukrainian. Around 4 years ago I proposed to teach a Beginners’ Ukrainian course at one of the local Community Colleges in Oregon. I got a reply that my Ukrainian course wouldn’t get enough enrollment since Ukrainian is a minority language. But Ukrainian has never been a minority language. It is currently the eighth most spoken language in Europe with more than 46 million speakers. It takes the 26^th place among the most widespread languages in the world due to the number of its speakers. And it is the second most widespread Slavic language after Russian. It has been an official language in Ukraine since 1991, the year Ukraine gained its independence. Despite having some similarities with Russian, it is a separate language. The number of people learning Ukrainian has significantly grown since Russia invaded Ukraine. The language learning app Duolingo reported a 577% increase in the number of global users studying Ukrainian (and 554% among people from USA). Ukrainian language has become a symbol, and it is experiencing a surge of interest among those who once felt speaking Russian “was enough”. I am honored to finally get a chance to teach Ukrainian course. I am very thankful to the LTS program of the University of Oregon for providing me with all the necessary skills to become a good teacher. I would like to express a special “thank you” to the Director of the program, Keli Yerian, who has always been extremely supportive of all the students in the LTS program.

Vinnytsia

Softball at South Eugene field

Hi Yoshi! You graduated in Summer 2020 during a very strange year! And started teaching in the middle of a very strange year! Can you tell us about your first teaching job after graduation?

Hello 🙂 Long time no see.

It was indeed a strange year to finish school and start working! Fortunately, I got a teaching job at a public middle school in Eugene and at university in Seattle. Since I wanted to apply what I have studied during LTS program (SOOOOOOO many things), I took both jobs. However, I realized that one job was in Eugene and the other in Seattle. As you can imagine, it was very tough because I had to fly to Seattle every Tuesday and Thursday like every other CEO at Amazon, Google …

What was it like to teach in these strange conditions? What were some of the advantages and challenges? How was it similar or different from teaching in-person and remotely at the university?

It was definitely a tough year for me (I guess for everyone?). At the same time, I believe we can grow the most in the face of hardship. Here, I want to share some of my experiences and my thoughts.

Advantages:

・I first need to confess that I actually did not fly to Seattle every week. Because it was online 🙂 I find this (online learning) a huge advantage for language teaching. I believe it is very important  for us to provide opportunities to use the target language. However, in many places / schools, there are few people who can teach / speak the language. With online, it is not the case. In addition to the fact that I was able to teach students in Seattle, I summoned Japanese speakers living in Japan to my classes (real language speaking opportunities outside the classroom) 🙂

・I was able to explore so many new things (especially online teaching)! If it had not been online teaching, I would not have tried using online resources this much since I was not a big fan of language learning apps and websites before the pandemic. Don’t get me wrong. I am very young (Digital native), but I just didn’t enjoy them when I was a student (I am still (and always) a little younger than Emma Watson!!). Anyway, during this journey, I played around with using Google document assignments, Flipgrid, interactive videos, and so on!

・Since it was online, I was more available to my students. For example, some of my university students have a Japanese study group. They hold this on zoom at night. I could drop in to the group for like 10 minutes and answer their questions. Since it is very easy to go to their meeting (You just open your laptop), I managed to help more.

・We became eco-friendly. I did not print any handouts this year (although I personally prefer studying with paper)!

Oregon coast to avoid really hot day

Disadvantages:

・The hardest thing was that I could not see and hear my students (at middle school). It was very tough because you don’t know whether they understood you or not. In addition, students can’t use their non-verbal communication (since their camera is off), which is important in language classes. I definitely believe we need to create a students’ mandatory camera policy.

・It was difficult to establish a good rapport with my students online. I can’t explain exactly why, but it was different from in-person classes.

・It was very difficult for students to focus on online classes (on their iPad / computer screens). I do not blame my students since we have so many distractions at home. I myself was busy all day scrolling through all 679 channels on my cable. Moreover, the class always had this man named “Yoshi” who looked a lot like Brad Pitt, so you know… which was a huge distraction for us too. Anyway, thus, I tried to have many small activities where students need to do something during the class.

・It seems it is hard for students to ask and answer questions on zoom. Since the covid situation got better, I was able to teach them at school in-person. I found out that many students raised their hands whenever I asked them questions.

Do you have any particular memories or stories to share about your experience?

Crater Lake

Yes!! I do have many wonderful memories during this year. 🙂 Since I have a softball practice in 10 minutes, I will share one project here. (If you want to know more about my experiences, please join the softball team. You can meet LTS professors, other LTS graduates, and great people too.)

As I mentioned above, I took advantage of online learning and connecting my middle school students with Japanese students living in Japan. It was a more than one month project. Students introduced their food culture and towns to each other. Since Japan and America have 16-hour time difference, we used Flipgrid (which is basically a video version of Instagram). In order to benefit both students in Japan and America, our project was conducted in 50 % English and 50 % Japanese. From the survey I collected at the end of this project, I found out that our international exchange activity helped many students get motivated during this difficult time.

And your adventures are not over! Tell us about your plans for the next year. You will be the global Japanese teacher indeed.

Yes, I decided to take a teaching job at university in Saint Petersburg in Russia. Please look forward to my next post from Russia. 🙂 My next post might be wearing a jacket.

じゃあまた(See you soon)!

Yoshi with his roommate

Lee was much loved by his peers and teachers in our program. He spread good cheer and encouragement to everyone he met and worked with. His MA project, “Local Legend Literature as Content in English Language Classrooms: A Micronesian High School Context”, was a reflection of his deep care for the community he had worked with for 2 previous years in the Peace Corps; it was a sincere effort to supplement the English curricula for his students with indigenous and locally meaningful materials.

Below are memories and testimonies written by some of those who knew him while he was in LTS. If you would like to add your voice to the ones below, please write to Keli Yerian at yerian@uoregon.edu.

We will deeply miss you, Lee.

This video clip of Lee and Alina trying out the TPR teaching method in Spanish shows why he was such a special cohort member and teacher.

“Lee was a wonderful, kind presence at all times, and he made the cohort feel more like a family than anything else. His genuine desire to help everyone (but especially his students) is an inspiration that I’ll carry with me for the rest of my life”. — Logan Matz