Alex is our first Student Spotlight of the 2025-26 academic year! He is following the 2-year schedule in the program so that he has more flexibility for other electives, like continuing with his advanced Japanese classes while in LTS.

Hi Alex! Please tell us a bit about yourself and your background

I’ve lived my whole life in Eugene, and absolutely love the rain, so it wasn’t a hard decision to apply to the University of Oregon and stay close to family. I started my course at UO as a Biology major, but have always enjoyed talking about morphology and semantics, even though I didn’t really have the language to talk about them. Like a lot of folks, I didn’t realize that linguistics itself was a field until college when I took Ling 150 as a Freshman. Once I realized that I was enjoying simple glossing and talking about morphology more than chemistry labs, I decided that it was time for a change in direction and changed majors as a Sophomore. I’ve taken a bit of a winding path through college though. I actually dropped out twice in undergrad because of personal and financial issues, but always found my way back to linguistics and language learning. And now, to language teaching.

Can you tell us a little about Chinuk wawa and how you started learning and tutoring it?

Chinuk Wawa is a creole language that has historically been spoken throughout the PNW as a lingua franca which helped to facilitate trade between diverse tribes and was at times adopted by European settlers, with the Southern variety currently being revitalized by the Confederated Tribes of Grand Ronde and the Chinook Indian Nation. I’ve wanted to learn an Indigenous language of Oregon for a long time, having grown up in the Willamette Valley and hoping to develop a closer connection with the land I grew up on, but sadly could never make Ichiskiin classes at UO work with my schedule. Then one day a few years ago, an email came through the linguistics mailing list talking about CW classes at LCC, and I knew immediately that I wanted to participate. Chinuk Wawa class turned into my happy place while I finished my undergrad, and I knew I wanted to share my appreciation for the language with others as well as try to support the program that had given me so much joy. So I applied to LTS thinking that a background in language teaching would be helpful in sharing that passion, as well as a way to learn how to bridge my interest in linguistics with a desire to support the practical revitalization needs of communities whose languages are undergoing documentation and description. Then last year when my teacher at LCC asked if I would be interested in tutoring 101 students, I jumped at the opportunity.

What do you feel is similar or different about learning a Native language compared to the world languages that are more typically taught in schools? There’s a number of things I think are different about teaching and learning Indigenous languages compared to majoritized languages like English, French, or Japanese. One of the biggest things you’ll hear is that the availability of language materials is much lower– there don’t tend to be a wide variety of textbooks or media to draw from, which can be a little daunting for teachers and learners. Even though this is often seen as something that causes difficulty, something positive that I believe comes from this is that for some languages much of the materials that do exist come from work done with Elders during documentation. I think this helps lead to a lot of discussion about local history and the personal histories of these Elders, which I believe really helps to foster students’ emotional connection to their own learning, even if they aren’t heritage learners. I think it pushes learners to reflect on the fact that their opportunity to learn a particular language is thanks to the passionate efforts of specific people, as well as consider how their language learning is seated in a specific historical and sociopolitical context, which I think can sometimes end up being ignored when folks engage in learning majoritized languages as a more abstract subject. In learning any language, there’s the sense that learners are navigating what it means to be part of a community of practice, but with indigenous languages the idea that you are working towards building up relationships as part of that community of practice really comes to the forefront.

As someone halfway through the 2-year schedule of the program, what would you advise to incoming LTS students?

Probably the best piece of advice I can offer is to spend some time getting to know your cohort! Get together for dinners, celebrate educational milestones, complain and ask each other for advice in the group chat. Grad school can be tough, but you’re all in it together, working towards similar goals, and that comradery will help get you through the long nights and keep a more balanced life.

What is a fun fact about yourself that others may not know?

It’s not as big of a part of my identity now since I no longer play in a band, but I really enjoy playing the clarinet and bari sax! I don’t have a sax (they’re super expensive), but I try to make time every week to play a bit of jazz on the clarinet, although I’m currently trying to figure out Killer of Giants by Ozzy Osbourne. I mostly listen to metal these days (Warlock and Ningen Isu are a couple of my current favorites) and even though I love jazz, trying to play metal and rock tunes on clarinet always gives me a good laugh.

I am a huge fan of nature. I can lose myself in a stroll through the woods and beautiful landscapes. I forget the world and deeply connect with the earth’s beauty. I also like traveling to see the beauty of nature. I also love God, and serving him too thru various activities like singing, and taking part in other religious activities.

In what ways do you think you have you changed or grown over the last 2 years at the University of Oregon?

The last two years have shaped me positively. I have sharpened my teaching skills and become more confident navigating new cultural environments. Living in Oregon has exposed me to a new and different way of living and given me a different perspective on the world. I have become more independent and open to stepping out of my comfort zone.

What advice would you give to students who are considering coming to Oregon to study?

To anyone thinking about joining UO, jump in without hesitation. UO is a game-changer with its supportive faculty and diverse cultures that make it very special. The community is such a welcoming place, and don’t shy away from asking for help because they are always ready to lift you. The University of Oregon provides endless opportunities for you to grow.

Miranda is another one of the fantastic group of international students this year in the LTS program. We are happy to have this post from her!

First, please tell us a bit about yourself and your background.

My name is Miranda Guevarra, and I’m originally from the Philippines. I earned my Bachelor’s degree in Elementary Education, majoring in General Education, from Silliman University in 2014. Silliman is the oldest American-founded university in Asia and is recognized as one of the top 10 universities in the Philippines.

Since graduating, I’ve gained teaching experience in a variety of contexts. I spent four years teaching elementary students and working as an ESL instructor in the Philippines. Following that, I spent six years in Japan, where I taught English at both the elementary and junior high school levels.

I’m currently pursuing my Master’s degree in Language Teaching Studies here at the University of Oregon. I speak Visayan, Tagalog, English, and Japanese, and I’m currently relearning Korean, a language I first studied during my undergraduate years. In all the places I’ve lived and taught, I’ve come to appreciate how every experience, big or small, teaches us something. I try to carry that mindset with me, staying open to learning, growing, and connecting with others wherever life takes me.

What inspired you to be a language educator?

Although I had always planned to become a teacher, it wasn’t until my senior year of college that I discovered a true passion for language education. While training as an elementary school teacher, I worked part-time as an English tutor for Korean students in the Philippines. What began as a way to apply what I was learning in class quickly became one of the most meaningful experiences of my undergraduate years. I found joy in helping students express themselves and grow in confidence. That experience showed me that language learning isn’t just about grammar and vocabulary, it’s about fostering connection, deepening understanding, and helping learners find their voices.

After graduation, I taught both young learners and international students at an English academy in the Philippines. Through that work, I became more aware of how English is often viewed as a symbol of status and academic success in my country, sometimes creating unnecessary pressure or discouragement. I want to help shift that mindset and show that language should be a tool for inclusion, empowerment, and meaningful communication. To me, language education is about creating spaces where learners from all backgrounds feel respected, heard, and encouraged to grow.

How has teaching in the US been similar or different to your teaching experiences in Japan?

One of the most noticeable differences I’ve experienced is in classroom participation. In Japan, many students tended to be more reserved, so I had to be intentional about creating a supportive environment that allowed confidence to grow gradually, starting with low-pressure activities like pair work, games, and structured tasks. In the U.S., particularly at the University of Oregon, students are generally more accustomed to open discussion and often feel comfortable voicing their thoughts and questions. This contrast has helped me grow as an educator, pushing me to adapt my teaching style to different classroom dynamics and learner expectations.

At the same time, there are meaningful similarities that have shaped my perspective. In both Japan and the U.S., I’ve seen how much students value a classroom where they feel supported and encouraged. While the ways students engage may differ, the underlying need for connection and thoughtful instruction remains the same. My experience in Japan taught me the importance of structure, patience, and cultural sensitivity, while teaching in the U.S. has helped me embrace more open-ended, student-centered learning. These experiences have helped me become a more adaptable and reflective educator, committed to creating learning environments where all students feel respected and motivated to grow.

What are some things you have learned this year in LTS that you will carry with you into your future career?

One of the most transformative insights I’ve gained from the LTS program is a new understanding of the role students’ first languages can play in the classroom. Before coming to LTS, I had always been taught, that using the target language exclusively was the most effective way to learn. But both as a language learner and a teacher, I’ve experienced the challenges of this approach. I remember the frustration of trying to learn without being able to rely on my own language, and I’ve seen my students go through the same struggle, feeling overwhelmed, disconnected, or discouraged. Through LTS, I’ve come to appreciate the value of translanguaging as a way to support learners, not hinder them. I now see how allowing students to draw on their full linguistic resources can help them process meaning, build confidence, and feel respected in the classroom. It’s something I will carry forward with purpose in every teaching context.

In addition, LTS has helped me grow into a more reflective and responsive educator. I’ve learned how to design lessons and assessments that center student needs, foster real-world communication, and encourage critical thinking. The program has pushed me to think more deeply about how language, identity, and power shape our classrooms, and how important it is to create inclusive spaces where all learners feel seen, heard, and valued. Whether it’s through curriculum design or pragmatics I now approach teaching not just as instruction, but as a way to empower students and build meaningful, supportive learning communities.

What is a fun fact about yourself that others may not know?

A fun fact about me is that I have a very dedicated relationship with Korean dramas. I always tell myself, “Just one more episode,” and somehow it’s suddenly 2 a.m. and I’m emotionally invested in characters I just met five hours ago. LOL

On the flip side, I really enjoy being close to nature. My boyfriend and I love spending time outdoors, going on walks, camping, or just relaxing under the trees. It’s how I recharge (and recover from all the drama-induced heartbreak from all the Korean shows I watch).

This month’s LTS blog spotlight is on Morayo Abere, from Nigeria. She is a current LTS student.

First, please tell us a bit about yourself and your background.

Hi! I’m Morayo. I’m from Nigeria, and I’m currently pursuing my Master’s degree in Language Teaching Studies here at the University of Oregon. Back home, I studied German at the University of Ibadan as an undergrad, and I have always liked how languages connect people. I speak English, Yoruba, and German. When I am not buried in schoolwork or teaching, you will find me exploring new places, shopping (retail therapy to the rescue always), or trying out recipes from different cultures – even though my taste buds are pretty unique, and they tend to repel new foods. Anyway, food, shopping, and learning new ways to teach languages share the same special place in my heart.

Did you have any experiences as a language learner that helped you decide to work in language education?

Absolutely! Learning German as an undergraduate was really eye-opening. Honestly, it was pretty challenging, first because it is an entirely different language system with rules different from those of the other languages that I already spoke. Different sentence structures, grammar rules, and gender articles – things English does not make us worry about too much. Secondly, the mode of teaching was pretty traditional with rote memorization and textbook instructions. It was pretty hard learning a new language with an entirely new system that way. I thought to myself, there should be other ways to do this. Scratch that, better and even fun ways to do this, even in the classroom. That struggle made me realize how important good teaching methods are, and it inspired my pursuit of this degree, to seek more knowledge in the area of language teaching and education, to help others navigate the language learning journeys with more ease, maybe fun, to make their learning process enjoyable rather than overwhelming.

Tell us a little about the curriculum you designed for Yoruba language and culture this year. Why did you choose to focus on Yoruba?

I am really proud of the Yoruba curriculum I designed 🙂 It is geared toward heritage speakers and anyone interested in Yoruba culture. I think that many heritage speakers/learners may feel disconnected from their roots, especially since they are far from home and maybe even rarely visit home. So, I built a course that is focused not just on language skills but explores Yoruba traditions, history, and modern culture. I chose Yoruba because it is my mother tongue, and I genuinely love sharing its beauty and depth. It’s my way of helping students reconnect and find pride in their heritage.

Has there been anything surprising about what you have learned or experienced here in Eugene, Oregon, or the US in general?

Oh yes, definitely. Coming from Nigeria to Eugene, I was pleasantly surprised by how “laid-back” and welcoming the community is. I did not expect strangers to casually smile and strike up conversations, sometimes about the most random things like weather or whatever. Also, the beauty and serenity of Oregon (read Eugene, Springfield, and Salem) have been breathtaking. I never imagined myself loving outdoor activities, but Eugene definitely changed that.

What would be your dream job in 5 or 10 years?

In five or ten years, my dream job will be teaching and designing language curricula at various levels, specifically in Nigeria. The language teaching curricula require an overhaul, and I see myself playing a vital role in that. Eventually, maybe even pursuing a Ph.D. in Educational leadership, because I see myself influencing education policy and improving language teaching curricula. Basically, a job where every day I help students and language learners enjoy their language learning journey, that would be ideal for me.

What is a fun fact about yourself that others may not know?

Haha, here goes. A fun fact about me is that I love making silly mashup videos of my friends and family. Recently, I created a hilarious birthday video for my boyfriend, compiling clips of him doing all sorts of goofy and embarrassing stuff. I enjoy capturing funny moments and literally any moment because that is the best way to keep memories alive.

As the spring flowers bloom and the small green leaves unfurl all around campus, we are talking with Cameron Sage, who is one of our current LTS cohort members.

Hello Cameron! First, please tell us a bit about yourself and your background.

While I have more recently been living on the Oregon coast in Tillamook, I am originally from Terrebonne Oregon and previously a graduate with a bachelor’s degree in history from the University of Oregon. Although I originally received my degree in history, the summer after graduation I decided to move to China to teach English for a year as a means to travel and experience another culture before returning for further education in History. However, I enjoyed teaching and living abroad so much that I decided to stay which continually fueled my passion for language teaching and traveling all over the world. More recently I decided to enhance my language teaching experience and qualifications by joining the LTS program in order to give myself more language teaching opportunities.

You have already had some good experience teaching language – tell us a little about what you did before LTS.

Before entering the LTS program I had been working in education and in language teaching. I spent 3.5 years in Beijing China teaching English to middle and high school students before returning to Oregon during COVID and working at a Tillamook Bay Community College in Tillamook Oregon. While at the community college I mainly worked in the library but was still able to work with and teach a few ESOL classes. I was also able to work in a wider range of areas at the community college which gave me experience in other facets of education, such as in testing, tutoring, admissions, and other areas which has cemented my want to continue working in educational settings.

What have you been learning in LTS that has deepened or broadened your understanding of language teaching?

While I feel I have gained many different skills and knowledge throughout the LTS program that will make me a better teacher and educator, two areas are most prominent in my mind. First of which is practice and experience I have gained in creating and analyzing curriculums for language courses. Gaining a wider understanding of what an entire curriculum entails, and how to make one has helped me evaluate classes on a wider scope in what can and should be accomplished in a longer period of time instead of on a class by class or unit by unit basis. Another learning experience which has caused me to reflect on previous teaching experiences is that of the context behind why students are learning a language. In particular understanding that using these contexts should drive lesson planning and engagement in the classroom, in particular understanding the multiple contexts and motivations of students is something that I hope to take moving forward to create better learning experiences for my students.

What do you hope to do after you graduate this Summer? What would be your dream job in 5 or 10 years?

After I graduate, I hope to be able to find an English teaching position abroad, preferably in a college or adult setting. I have taught younger students for most of my teaching experience and would like to teach in a somewhat different setting with students who are more likely to be taking classes because they want to rather than because it is compulsory. My dream job would be working in higher education as well in the future, potentially at a community college or in community language learning settings in the US, after I may no longer want to live abroad. This way I could assist students who have a great need for learning the language and in these places which generally have cheap enrollments for these types of classes, many more students will have the ability to join and learn.

What is a fun fact about yourself that others may not know?

Something that some people may not know about me is that I used to play some video games (Super Smash Brothers) competitively and was taken to and paid (small amounts) to go to some events in China in order to promote and compete. These were different expo events about video games which hosted competitions or exhibition events. While it wasn’t ever something that would have turned into a full-time job or career I felt very lucky to have that experience.

First, please tell us a bit about yourself and your background.

Hello everyone! I am Wei Tang, an educational explorer from Shanghai, China. I am also a mother of a 3-year-old boy. For the first 30 years of my life, I never left China because I had to take care of my elderly grandparents. In 2016, with the passing of my grandparents, I decided to see the world. This journey around the world completely changed my thinking. In the UK, I was amazed by the history behind the afternoon tea etiquette. In the tea ceremony experience in Japan, I realized the preciousness of “Ichigo Ichie”. The passion of Spanish Flamenco and the tranquility of the Blue Mosque in Turkey were a wonderful contrast. And the smiles everywhere on the streets of Thailand made me understand that happiness can be so simple. Every country I visit is like reading a three-dimensional cultural encyclopedia, which makes me truly appreciate the diversity of the world. In the end, I chose to stay in the U.S. because it is like a small United Nations, bringing together people from all over the world. Later, I majored in Global Studies and Education while studying at the University of California, Santa Barbara (UCSB).

What inspired you to want to teach Chinese to young learners?

I have been passionate about teaching since I was young, but due to family reasons, I did not immediately embark on the path of education after graduation. My study experience at UCSB aroused my strong interest in cross-cultural education, especially how to enable students from different backgrounds to better understand and appreciate diverse cultures. Discussions with classmates from different backgrounds in class often spark surprising connections. However, after becoming a mother, I rethought my career direction. I have experienced the power that language brings to people. I hope to not only teach my own children Chinese, but also help more young learners get in touch with this beautiful language. Chinese is not just about Chinese characters and pronunciation, but also about thousands of years of history, culture and way of thinking. I hope that my language class is a place where students can truly feel the charm of Chinese through stories, music, festivals and even food.

You have been participating in an internship at the Chinese Immersion School here in Eugene. Can you describe your experience there? What have you been doing?

This internship experience at the Chinese Immersion School has given me a lot of new insights into education. Beyond what I learned in my graduate classes, actual experience with young students gave me more intuitive insight. I originally thought that teaching was about passing on knowledge to students, but every day here refreshes my thinking. I remember the first time I walked into the classroom, the lively atmosphere made me both surprised and nervous. The teaching method here is completely different from the traditional Chinese teaching method. In China, the teacher is the leader, teaching continuously, and the students listen carefully. There are many activities in the classroom here in the U.S. Watching the children speaking Chinese naturally in a game, I suddenly realized that language is not taught, but grown in real communication. This reminds me of the process of my own child when learning to speak. No one deliberately taught him grammar, but he mastered the language naturally in daily life. What touched me most was seeing those non-Chinese students expressing themselves in Chinese. A little girl blurted out “I like to eat bao” during a role-play. At that moment, I felt the sense of accomplishment of being a teacher. This made me understand that the most important thing in language teaching is not to correct pronunciation or grammar, but to protect the learners’ enthusiasm for expression. When I was helping to design teaching activities, I often thought if this was my child learning Chinese, how would I want him to learn? This idea changed all my assumptions about teaching. I began to focus on creating real communication situations, allowing students to use language naturally when expressing their real ideas. This internship experience made me rethink the meaning of being an educator. I am no longer just a transmitter of knowledge, but also a companion in the students’ language development journey. Every day I see students make breakthroughs in a relaxed and happy atmosphere.

What do you hope to do after you graduate this Summer? What would be your dream job in 5 or 10 years?

After graduation this summer, I hope to be a teacher in a Chinese immersion school or bilingual program in the United States. My short-term goal is to gain more experience in the classroom and explore how to make language learning more vivid and closer to students’ interests. In 5 to 10 years, my dream is to design a Chinese course that integrates cultural experiences, such as combining traditional Chinese festivals, calligraphy, and even food making, so that students can learn the language in a real situation. It would be even better if I could open a “Chinese storytelling” or a parent-child Chinese club!

What is a fun fact about yourself that others may not know?

Actually, I wasn’t very good at cooking at first. But since I had a child, I began to study cooking seriously, especially Chinese food. I hope that my son will remember “the taste of home” when he grows up. Food has become a unique link between my cultural memory and future expectations. Those seemingly ordinary home-cooked dishes are cultural codes for me. It is the cultural anchor I created for my child, so that he can instantly find a sense of belonging through taste no matter where he is in the future. Perhaps just like language, the taste of food is also a mother tongue that does not need to be translated, and it defines the concept of “home” in the most direct and profound way. Now I am integrating this understanding of food and culture into teaching. Because I believe that real language education should also be like the taste of home, natural and friendly, with the warmth of life, so that people can remember the emotions and stories contained in it while learning skills.

As we move into Spring, we are thrilled to share a spotlight on a current LTS student, Kes-e-loh McQuillen, member of the Yurok Tribe.

First, please tell us a bit about yourself and your background.

Aiy-ue-kwee’ ke-lew! Nek’ n-ew’ Kes-e-loh McQuillen. We-go-noy-ek’ Kese. Tue-rep ‘e-see ‘En-chwoh ‘ne-mew’. Eugene Okw’. ‘Ne-check ‘w-ew’ Buffy McQuillen. ‘Neyp-sech ‘w-ew’ Raymond McQuillen. ‘Nee-nee chey ‘ne-le’y ‘w-ew’ William McQuillen. ‘Ne-cheech ‘w-ew’ Tey-wu-lauw McQuillen. ‘Ne-kue-chos ‘w-ew ‘aa-wok Betty McQuillen ‘e-see ‘aa-wok Pam Mitchell. ‘Ne-peech-o-wos ‘w-ew ‘’aa-wok Jim McQuillen Sr. ‘e-see Tyrone Mitchell.

The translation in English is: Hello, everyone! My name is Kes-e-loh McQuillen and my nickname is Kese. I am from the village of Turip on the Klamath River and the village of En-chwoh along the Smith River. Currently, I stay in Eugene, OR which is on the homelands of the Kalapuya llihi peoples. I am an enrolled member of the Yurok Tribe and I am of Yuki, Northern Pomo, and Nomolaki descent. My mother is Buffy McQuillen and my father is Raymond McQuillen and my younger brother is William McQuillen and my younger sister is Tey-wu-lauw McQuillen. My grandmothers were poor Betty McQuillen and poor Pamela Mitchell. My grandfathers are poor Jim McQuillen Sr. and my grandpa is Tryone Mitchell. A Yurok introduction is typically taught first to Novice learners and consists of your name, the village you’re from, where you live and your lineage. I graduated from Ukiah High School in 2018, attended Santa Rosa Junior College to play soccer and softball, and then graduated with a BA in Native American Studies from Cal Poly Humboldt.

What inspired you to focus on teaching and developing the Yurok language curriculum?

My inspiration to focus on teaching and developing curriculum comes from the past, current, and future generations of Yurok teachers and learners. The Yurok community has greatly contributed to the survival and resurgence of the language not only in the home but in the education system. During the isolation of COVID-19, I spent time learning and practicing vocabulary & phrases from the Berkeley Yurok Dictionary and ‘aa-wok Georgiana Trull’s Yurok Language Conversation Book, and once the Yurok Language Program’s Workshops started up I attended as often as I could. While attending Cal Poly Humboldt, I worked for the Yurok Tribe’s education department as a part-time tutor, and in this position I was able to get my first hands-on experience in the classroom, which had contributed to growing my confidence in teaching the language. In pursuing this degree, I continuously find inspiration and motivation to complete this program because of the support system I have back at home and at UO.

What have been some of your past experiences with Yurok language teaching? What did you enjoy about it?

For my Yurok language teaching experience, I have spent time teaching formal Yurok 1-4 classes at McKinleyville and Eureka High Schools in Northern California. Each experience was filled with opportunities for growth, sharing cultural knowledge, and developing community advocacy for language revitalization. In a different context, being an employee for California State Parks in cultural interpretation, I have had multiple educational programs and presentations about Yurok ethnography, Yurok language, etc. to the Yurok/local community and the K-12 education system all throughout California in collaboration with Parks Online Resources for Teachers and Students Program (PORTS).

In LTS, students are focusing on various languages and language learning contexts that are mostly very different from yours. How do you feel this diversity is helpful, and also how are you needing to carve out your own path in the program?

The diversity within this cohort is incredible and creates an atmosphere of home. Although most of the cohort is developing curriculum in a majoritized world language, a few of my classmates share their culture/teaching experiences of their Indigenous languages. In carving out my own path in the LTS program, each course in the four terms has adaptable assignments/projects that I can conform to my own content & context. This flexibility has supported my aspirations to create Yurok materials that fit the learner’s needs and the upcoming Yurok language curriculum.

What are you hoping to gain from your experiences at the UO? What do you hope to do after you graduate this Summer?

I hope to gain experiences with designing curriculum, to gain knowledge about teacher and learner strategies, and develop an awareness in classroom management that has a student-centered approach. After graduation, I plan to return back home to continue working with the Yurok Language Program in various capacities.

What is a fun fact about yourself that others may not know?

A fun fact about me is that within recent years I have rediscovered a love for beadwork. It started as creating a designed felt hat for my mom’s birthday and now I am slowly growing my small Instagram business called Tribal Creations by Kes. As a kid, my mom, aunties and cousins would teach myself and others how to make earrings, necklaces, etc. and this has grown to be my creative outlet.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Tell us a bit about yourself and your background

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

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

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

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

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

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

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

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

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

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

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

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

Today’s Student spotlight features current LTS student Austin Gaw

– blog post by Inês Bernardo Catarino, FLTA-LTS

Tell us a bit about yourself and your background!

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

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

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

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

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

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

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

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

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

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

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