LTS

Language Teaching Studies Blog Site at the University of Oregon

January 12, 2018
by zachp
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Student Spotlight: Lee Huddleston (2017-18)

It is my pleasure to introduce 2017-18 LTS MA student Lee Huddleston

Lee at Lago Querococha near Huaraz in the Andes Mountains of Peru

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

Hello, my name is Lee and I am a student in the Language Teaching Studies Master’s Degree Program at the University of Oregon. I was born in Ketchikan, Alaska where my Dad worked in a logging camp, but I was raised in Oregon. I love the outdoors: Hiking and camping are major hobbies of mine. I also really enjoy reading (particularly non-fiction history, as well as a variety of fiction books). I received my Bachelor of Arts degree in International Studies and Spanish at the University of Oregon. My first experience abroad was with a high school exchange program in Costa Rica. Then as a senior in college, I studied abroad for a semester in Peru, working simultaneously as a volunteer with at-risk youth in Pachacamac, Peru.

And I know you were in the Peace Corps–how was that experience?

Lee on the picnic island Aferen with his host family taking a rest in between hauling rocks for a project on Moch Island

I served for two years (2014-2016) in the Federated States of Micronesia. My permanent site was Moch Island, a small outer island in the Mortlock island group. Looking back now, I was rather cavalier in my decision to accept that two-year placement after only a brief google search of my future home, but I have never regretted that decision. It turned out to be one of the most amazing experiences of my life.

The impact of this decision hit me the moment I found myself waving good-bye to my new friends from the shore of the mile-long island that would be my home for the next two years. As the motorboat carrying staff members and the other volunteers departed for the next island, I could not help but think about how I was 250 miles away from the nearest place I had ever heard of.

Lee with other Peace Corps volunteers and community leaders conducting a “Camp Boys to Men” summer camp

The Peace Corps was an eye-opening experience in many ways. It allowed me the chance to take on responsibilities, deal with challenges, and learn from mistakes and successes. On the whole, I loved my experiences on the island–they have left me with friends and family who I will treasure for the rest of my life. The skills I learned were equally formative as I navigated challenges of integrating myself into a community, learning skills for the workplace, defining my place in the culture and adapting to the idea that the borders between those things are not always so well defined in small communities.

My job on the island was as a co-teacher, teaching full-time with a local partner. This aspect was a great strength of the program mission as it allowed for mutual learning and cross-cultural dialogue between myself and my local counterpart. As a Peace Corps volunteer I also engaged in a number of secondary projects on my island, including teacher workshops, two summer camps for which I wrote up grants and helped conduct. I also helped conduct student study sessions after school for college entrance exams, and helped with the preliminary stages of building a basketball court for youth development on Moch. It was this experience teaching that stoked my passion for education, bringing me to the point of entering this master’s degree program at UO.

Wow, very cool! And how has the LTS experience been treating you?

LTS has been great so far! My fellow cohort members, the staff, and the courses have been sources of knowledge, wisdom, and enjoyment beyond my expectations.  My favorite aspect of this program is how I am able to put into action what I am learning through my work as a graduate employee at the AEI, and other professional development experiences.

What are you hoping to learn/gain from the program?

I joined this program hoping to build a theoretical foundation in current Second Language Acquisition pedagogy and put that into practice with a strong hands-on application of what I learned. While the Peace Corps was a valuable experience, I feel like before continuing on as an English teacher, it is essential that I gain the knowledge, skills, and legitimacy as a teacher that a Master’s degree in the field will give me. This will help me along the way to becoming a better, more prepared, and more qualified teacher. The way I see it, I owe it to my future students to be the best teacher that I can be.

So you mentioned you are a GE (graduate employee) at the American English Institute–what is that like?

Lee with his AEI Discussion 5 class

Yes, working as a GE at the AEI has been a great experience. Last term I taught a Discussion 5 course. Being able to apply what I learned in my courses to an actual teaching context and vice versa was extremely beneficial. I had never before worked in a university-level context, so to be able to do so in an environment as supportive as the AEI has been a real privilege. Being able to bounce ideas off of colleagues, having a supportive supervisor,  and having all of the AEI resources and facilities available to me are all great benefits of this experience. There have also been challenges, for example implementing a brand-new curriculum that was just developed by the AEI, as well as navigating the ins and outs of teaching a discussion course.

What are your goals for teaching at the AEI this term?

This term I will be teaching a new class, Listening 4, and this should bring with it new challenges that will dictate my goals for this term. One of my goals will be to better utilize Canvas and computer assisted learning to make my course more useful and engaging for my students. Another goal of mine is to try new things in the classroom, varieties of activities, and strategies to address student motivation and communicative competence. After all, one of the great aspects of this opportunity is the chance to try new things, develop myself as a teacher, and learn from these experiences.

Any final thoughts?

I am very thankful for this opportunity to be once again at the University of Oregon to continue my education. I feel like this program is very unique as it focuses on the teaching of not just English, but other languages as well. This brings a diversity to the program that makes it a pleasure to participate in.

Thanks so much for taking the time for this interview! Hope you have a great Winter term!

December 15, 2017
by Trish Pashby
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Program Change: First Term LTS Courses Going Fully Online in Summer 2018

Starting in Summer 2018, the first term of the program will be completely online. All three of the first core courses will be taught via the internet. The new online schedule will be as follows:

  • LING 510 Language, Mind and Society (Weeks 1-4, June 25-July 20)
  • LING 540 Linguistic Principles of Second Language Learning (Week 5-8, July 23-August 17)
  • LT 535 Language Teaching Methods (Weeks 1-8, June 25-August 17)

Visit the LTS website for more information.

Each will provide a flexible, interactive learning experience. In addition to daily opportunities throughout the summer term for interaction with course instructors and classmates, students will also meet other LTS faculty and continuing LTS students through various online social activities.

We asked LTS Program Director Dr. Keli Yerian about the rationale for making this change.

What was the inspiration for the program to shift to all online courses for students in their first term? “Research on online teaching over the past decade has shown us that well-designed online curricula can be highly effective, and our LTS faculty have already designed and taught similar online courses in the past with great success. Also, because only the first Summer term will be online, LTS students will still have plenty of opportunities to have an immersive, face-to-face experience in the program during the rest of the program, so we are getting the best of both worlds. We are very excited about this development.”

Keli Yerian outside of the Laboratoire Parole et Language in Aix en Provence, where she is currently on sabbatical.

What advantages will going ‘all online’ in the first summer bring to LTS students? “The main advantage will be that LTS students can reduce their expenses because they will not be obliged to be on the University of Oregon campus during the first Summer term (the months of June-September). They will not need to pay for travel to or lodging in Eugene, which can reduce costs for out-of-state and international students in particular.”

LTS students and faculty also weighed in on this switch to online courses in the first term. In a recent survey of the program’s current students, several confirmed that having their first term online would have provided some welcome flexibility. One student described it as a “huge advantage, especially for international students. The students don’t have to arrive on campus until Fall term starts and can study at their leisure- at home, in another country, etc. For me, it would have been really nice to have this option.” Another explains, “I think it may help international students of L2 English adjust to the curriculum if they are able to focus on their studies without having to adjust to living in a new country at the same time.”  A third student noted that in addition to being able to “take part in the summer courses from anywhere in the world, which most likely will save money, students will also see how online classes are successfully conducted.”

Dr. Julie Sykes will be teaching the online LING 540 Linguistic Principles of Second Language Learning.

LTS faculty are excited about the change. Dr. Julie Sykes (who serves as director of the Center for Applied Second Language Studies) is the instructor of LING 540 Linguistic Principles of Second Language Learning. She reports that she is “looking forward to implementing some interactive pedagogical ideas that work really well online.” Based on her extensive experience with online learning, she describes one of its key strengths as providing “more opportunities for individualized attention.” She explains “I really find a lot of value in community building and spending time together learning…[there are] many opportunities for interaction between students as well as with me.”

The online courses will serve as an interesting complement to the variety of offerings in the on-campus terms of the program.  Most of these are face-to-face courses using a ‘flipped learning’ approach, which allows students to maximize in-class time for student-centered workshops. And  LT 608 Computer-Assisted Language Learning, offered as a series of 1-credit courses throughout the program, is delivered in a blended format (partially face-to-face, partially online).

Another innovation to the program will take place this summer. In addition to the online switch, there will be a curriculum change. LING 594 English Grammar, formerly taken by many students in the first summer, will be replaced with LING 510 Language, Mind, and Society. We asked Dr. Yerian for more information about this.

What was the motivation for the change in curriculum from the English Grammar course to Language, Mind, and Society? “Because some of our incoming students do not have a prior background in linguistics, we decided that we needed to devote more attention to linguistics in the first term, which is what we are doing with the new course Language, Mind, and Society. However, this course is not a typical introductory level course – it is a graduate level course that connects linguistics closely to both sociolinguistics and cognitive linguistics. Thus it will be highly engaging for our incoming students who already have a background in linguistics as well. Another reason for replacing English Grammar is that not all students in our program plan to teach English, so some of our students were already exempt from this course. LTS will continue to integrate a focus on pedagogical grammar throughout the program.”

Dr. Mokaya Bosire is developing LING 510 Language, Mind, and Society.

The primary developer of Language, Mind, and Society is Dr. Mokaya Bosire of UO’s Linguistics Department. He is particularly enthusiastic about the opportunity to explore themes related to language and social class, speech impairment, machine languages, linguistic profiling, universality of language, and forensic linguistics. Questions guiding some of the course content include the following: How does human language differ from other forms of communication? How does machine language (and assistants like Siri and Bixby) work? Where is language stored in the mind and in what ways? Why does some speech sound gendered? What is slang? What’s the best way to learn a second language? With its emphasis on applying up-to-date findings in the field of linguistics to current trends and events in society, this course promises to be an excellent addition to the LTS program.

LTS faculty Tom Delaney, Robert Elliott, and Julie Sykes discussing online summer courses.

Prospective students can find additional details about the program on the LTS website, including guidelines for the application process. The priority deadline for applying is February 1, 2018. The changes described above should appeal to a number of people seeking an MA in language teaching.  Dr. Sykes told us: “I’m looking forward to working with a great new cohort of students.”

November 26, 2017
by zachp
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Student Spotlight: Alexis Busso (2017-18)

It is my pleasure to introduce you to 2017-2018 LTS MA student Alexis Busso!

   Alexis at the Great Wall of China.

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

Hello, my name is Alexis and I am in the current cohort for the LTS Master’s program. I was born in Cambodia but grew up in Bandon with my 4 sisters, who like me, are all adopted. I left this tiny town to begin my undergraduate studies at the University of Oregon 4 years ago, where I did my B.A. in International Studies and Spanish. It was through this program that I was exposed to my first abroad experience. In the summer of my sophomore year, I did an internship abroad in Beijing, China and that Fall, I studied abroad in Queretaro, Mexico. Since then, I have traveled to various countries in Europe, taught English in Colombia, did research in Russia, and most recently, I just got back from Chile. I feel very fortunate for the ranging international experiences that I have had the opportunity to experience. I hope to be able to return to my home country, Cambodia, after the completion of this program next summer. During my free time, I enjoy hiking, running, doing yoga, cooking and reading.

Alexis with her Family

Have you been enjoying the LTS program so far?

Yes! The LTS program has been such a wonderful experience for me. The reason I decided to stay at U of O for another year and pursue an M.A. is because it encompasses my love of traveling and teaching. I have met some of the most passionate and intellectual scholars. My favorite aspect of the program is the tight-knit community of my cohort and professors.  Most of our professors wear many hats and are involved in other departments. They are constantly informing us of teaching and professional development opportunities. Through their support and guidance, they have motivated me to excel in my courses and ignited my curiosity for the foundation of my M.A. project. More to be revealed about that later…

     Alexis in the Amazon Rain Forest

What are you hoping to learn/gain from the program?

From this program, I am hoping to gain a ticket to anywhere in the world and be able to pursue a career that I love and enjoy. I hope to implement the knowledge that I gained from lesson planning and classroom management to theoretical frameworks and research on cognitive development. Furthermore, I hope to gain lasting relationships with my colleagues and professors.

And I know you are a GE (graduate employee) at the American English Institute this term, how has that experience been?

Alexis in Greece

My GE position at AEI has been incredibly inspiring and enjoyable. Currently, I teach a listening skills class for level 5 international students. The entire curriculum for the Intensive English Program (IEP) at the American English Institute has been redesigned and implemented just this year. Thus, everything has been a learning experience. Prior to this position, I had never taught a class that was focused on one particular skill of language learning. Listening, is said to be the second hardest area to learn after speaking. I am overwhelmingly grateful for the wonderful program, staff, and my students for this experience that will shape my teaching for years to come. This GE position reaffirms why I started this program and inspires me for what’s to come.

Any final thoughts?

Don’t be afraid to experience the things that scare you or make you feel uncomfortable. It is during these moments, that we learn and grow the most.

November 19, 2017
by Trish Pashby
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LTS Alumni Presentations at 2017 ORTESOL Conference

This year’s ORTESOL (Oregon Teachers of English to Speakers of Other Languages) conference was held November 10th and 11th at the University of Oregon. The American English Institute hosted the two-day event in Agate Hall, which turned out to be a fine venue. The conference featured two plenaries on the theme of “Supporting Diverse Learners” and over 50 sessions facilitated by presenters from all over Oregon and beyond. Several LTS alumni were among these presenters. Read on for highlights from some of their sessions.

Maggie Mitteis and current LTS student Lee Huddleston

In a well-attended and highly interactive session titled “Teaching Tools for the Resilient Classroom” Maggie Mitteis (2016) introduced favorite activities of hers and fellow Peace Corps teachers accustomed to teaching in settings with limited (or no) technology and requiring much flexibility on the part of instructors. We played variations of the word game Taboo, an adaptation of Jenga that included language practice, and  a few raucous rounds of “Stop the Bus.” A group competition using letters from Bananagrams was also a big hit. All of these games were highly motivating and adaptable to almost any language classroom.  Note: These days Maggie is teaching locally at both Lane Community College and Downtown Languages.

Misti Williamsen

Misti Williamsen (2010) shared ideas for motivating students to read in her presentation “Going Beyond Summary: Engaging Students in Extensive Reading Through Projects.” She has found success inspiring lower level students at the American English Institute’s Intensive English Program to complete books through active participation in projects. In this session, Misti shared four of these: drawing character maps or timelines on posters, creating their own quizzes, videotaping a “commercial” for a book, and writing stories combining characters from multiple books. Misti brought along actual examples of all of these. Posters drawn by students covered three walls, and the audience was treated to the screening of several creative and highly entertaining student-made videos.

Liatris Myers

Liatris Myers (2015) presented “Digital Literacy Instruction in ESOL Courses: It’s Easier Than You Think”, which was inspired by her recent experience of creating a course and materials for teaching technology to low-level learners at Chemeketa Community College in Salem.  This session included step-by-step guidelines for approaching the design of this type of course, interacting with students, and creating learner-friendly materials. Admitting that she never considered herself particularly tech-savvy, Lia attributed her current comfort with using technology in the classroom to the four 1-credit CALL (Computer Assisted Language Learning) courses she completed while studying in the LTS program.

Jeff Magoto, Bené Santos, Joliene Adams, and Emily Masucci

Another popular session at ORTESOL was “The In-Class Flip: A Case for More Inclusion and Success” presented by Bené Santos (2009) and Joliene Adams (2017) with Jeff Magoto (faculty) and Emily Masucci (Anthropology Department graduate student), which featured a videotaped example taken directly from Bené’s Portuguese class at University of Oregon a week before (the clip is also part of a documentary by Emily Masucci about Bene’s life ). The example showed how to successfully implement blended learning by creating a classroom environment where students can go at their own pace in terms of Bloom’s Taxonomy. Joliene Adams presented the software H5P, which is a great interactive video tool teachers can use inside or outside the classroom.  In the second half of the session, participants had time to interact with H5P, engaging in blended learning themselves, and discussed ways they could blend/flip their own classrooms.

Other presentations by LTS alumni were “Creating ESL Textbooks Using Open Source Materials and Digital Tools” Sean McClelland (2011); “What We Teach: Conundrums in English Variation” Kelly McMinn (2007); and “Facilitating the Development of Argumentation Across Programs” Ilsa Trummer (2011).

LTS faculty also presented at the conference. Jeff Magoto is mentioned above co-presenting with Bené and Joliene. Laura Holland’s session “Working Backward Propels our Students Forward: Small Changes < Big Effects” covered (1) teaching pronunciation of individual words and practicing stress in longer sentences, (2) analyzing what makes 2 essay introductions “good and “bad,” (3) using film clips to explore why native speakers chose the forms they did to express the messages they are trying to convey, and (4) Backward Design for curriculum development.

See the full conference program here: ORTESOL 2017 Program  

November 11, 2017
by zachp
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Student Spotlight: 2017-2018 LTS Student Yumiko Omata.

I am thrilled to introduce you to current LTS student Yumiko Omata!

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

2017-18 LTS student Yumiko Omata.

I am originally from Japan. After high school, I moved to Tokyo to study art and to work for ten years. In 2000, I moved to Austin, TX to study English for a year or so but ended up staying here for 17 years instead. I met my favorite person/best friend (my husband) the next morning after arriving in Austin! He was one of my housemates and actually the first person I talked to in the US. Life is fun and crazy! Since then, I have lived in several cities in the US and studied painting at the University of Arizona. From 2010-2011, I also lived in South America (Argentina and Ecuador) and enjoyed traveling and learning Spanish. After returning to the states, I settled down in Portland, OR and found a job teaching Japanese and I fell in love with teaching. Art (painting, ceramics, making furniture, etc.), travel and language are my passions. Gardening as well! I miss my garden, chickens, and honey bees left behind in Portland very much.

 Aw, what a lovely story! So, out of all of the programs in the world, how did you end up at LTS?

It is a great question because this blog was the beginning of everything! I was planning to apply to the TESOL program at Portland State University and even took a prerequisite course in summer 2016. I had a few concerns about PSU and started searching other programs on the West Coast and found the LTS blog featuring Keisuke (2015-2016 LTS alumnus). I directly contacted him and he kindly shared his experience in the LTS program and gave me great insight. Then, I visited the program on December 1st (almost a year ago!) and met our director, Keli. Keli warmly welcomed me and made a wonderful impression and let me observe a couple of classes. Also, the Department of East Asian Languages and Literatures (EALL) is another reason I chose LTS. EALL offers the oldest, most well-established Japanese courses in the U.S, and I was hoping to be a part of EALL in order to explore the academic field. The program, people (Keli, Laura, and LTS students), and a possible opportunity to be involved with EALL convinced me I had to be here.

Well LTS is very lucky to have you! And have you been enjoying the program so far?

I am very happy with my decision. I like that the LTS program helps me establish both practical and theoretical foundations and it is very organized and tailored to guide us to find our own path as a language teacher/educator. As I mentioned, people (Keli, Trish, other LTS professors, and the 2017-2018 LTS cohort) are wonderful. I appreciate the faculty members’ enthusiasm and willingness to communicate and support us; they are very approachable. Some of my cohort are from other countries, and I remember my old days as an international student and they definitely inspire me. I was hoping to meet people who teach or are interest in teaching foreign languages other than English, but I definitely enjoy learning EFL/ESL teaching perspectives since it has vast, great resources that I can apply to my field.

What are you hoping to gain from the program?

I am hoping to establish a solid theoretical and professional foundation in second language acquisition and language pedagogy. At the same time, my interest of study is Japanese pedagogy, so it is nice for me to have opportunities to take Japanese and East Asian linguistic courses while studying LTS.

Great goals! Speaking of, I know you’re teaching Japanese this term, what has that experience been like?

It has been wonderful and rewarding in many different ways! This is my first term to teach Japanese as a graduate employee (GE) and it has given me great insight into JFL at an institution of higher education. Before I started this term, I was kind of worried about how to find a balance between my busy academic life as a student and teaching as a GE. Now I feel I found a good rhythm bouncing between the two. I am currently teaching a JPN 101 (first year Japanese) discussion course. I enjoy seeing how students break through language barriers and become Japanese language speakers. They are fun to teach, and I am very impressed by their progress. Interactions with my students, Japanese instructors, and colleagues have been enhancing my life, and I feel that I am part of an academic community. I am quite busy, but it has been a driving force to help me achieve my goals in the LTS program. In the past, I taught Japanese at a small community-based language center in Portland, OR for four years, but my students were all age groups except college students. I started noticing differences between the learners/ institutions and that has been helping me expand my perspective as a teacher quite a bit. One of my GE duties is a weekly observation, and it is an important and great benefit for me to observe courses taught by highly experienced Japanese instructors. I am able to grasp their techniques and teaching styles, which inspire and broaden my future vision of myself as a teacher.

Sounds like a wonderful and rewarding experience indeed! Any final thoughts?

If anyone is interested in the LTS program, don’t hesitate to visit us. Eugene is beautiful, tranquil, and a perfect place to study.

Thanks so much for sharing your incredible journey Yumiko!

 

October 27, 2017
by zachp
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Student Spotlight: Shayleen EagleSpeaker and Brittany Parham

It’s my pleasure to introduce two current LTS students: Shayleen EagleSpeaker and Brittany Parham. Both come to the LTS program via the Northwest Indian Language Institute (NILI).

Please tell the world a little bit about yourself:

My name is Shayleen EagleSpeaker (Wasco, member of Confederated Tribes of Warm Springs). My heritage language is Kiksht. Our people are from the Columbia River, both sides of the river. My grandmother was a fluent speaker of Kiksht and she passed away in the mid 1990s. Today there are no longer fluent native speakers of Kiksht, but I am learning. I heard about the LTS program through Northwest Indian Language Institute about 5 years ago. I graduated from UO with a Bachelor of Fine Art in Printmaking in 2014 and I returned to LTS in summer of 2017 to further pursue a career in teaching Native languages.

My name is Brittany Parham. I was born and raised in Eugene. I received my BA in Linguistics from the University of Oregon in 2016 and have  been studying Ichishkíin for 3 ½ years.

Have you been enjoying the LTS program so far?

Brittany: Yes, of course!

Shayleen: LTS is awesome! I am so glad to be in a program that is flexible for Native American languages. Its also a great cohort, all the people have a very nice quality that is great for the sense of community. I think it is interesting to experience how we relate through our coursework, and watching each other go through this learning process is pretty wonderful. I have learned so much already, and it is really expanding my understanding of how to teach second languages.

What are you hoping to learn in the program?

Brittany: I want to learn some better tools to use in order to support Ichishkíin learners and teachers. I hope to create more curriculum and materials for the classroom, create teacher training resources, and learn the methods and techniques to be an effective language teacher.

Shayleen: I am hoping to learn a lot more Kiksht language and to network with people and organizations that support the kind of work that I am trying to do. I want teachers of Native languages to have opportunities for success. What I have learned in the past is that when Native language teachers are supported in their communities, and supportive of each other, they really seem to enjoy their work and their working relationships. I have found a lot of positive energy and joy in these relationships and I want to make a positive impact by being supportive of others.

And I know you both work closely with NILI…What exactly is NILI and why is it so important to you?

Robert Elliot (LTS and NILI faculty member)
introduces NILI to the LT 608 class

Brittany: NILI stands for the Northwest Indian Language Institute. It was formed in 1997 by tribal requests for Native language teacher training programs. NILI provides training in applied language training in linguistics during our yearly Summer Institute, as was as providing consultations to tribes in the areas of language program design, assessment, policy, linguistics, language documenting and archiving and grant writing. NILI is important to me for so many reasons! I love being a part of something as important as NILI, and being surrounded by so many amazing and influential people. I would not be where I am today without the guidance and influence of NILI!

Shayleen: I first became involved in NILI because I was taking Chinuk Wawa (Columbia River trade jargon) language classes at Lane Community College. My instructor for that class was Dr. Janne Underrinner, who is Director of NILI and pretty much of the main founders of NILI. I was really inspired by what NILI had to offer for two reasons: 1) I had been wanting to learn my heritage language my whole life and I never expected in a million years that I would have the opportunity to do so in an American college or university, and 2) the way that NILI functions is very culturally sensitive and they also do an excellent job at it. After graduating from LCC with an associates degree I participated in my first NILI summer institute, then transferred to University of Oregon where I majored in Fine Art but also took 2 years of Ichishkíin (Yakima Sahaptin) language. Both Chinuk Wawa and Ichishkíin are heritage languages to me. I am Wasco, and my people historically have been very multi-lingual. Our primary language, however, is Kiksht (Upper Chinookan) and I am learning that language now, through independent study at UO. This is literally a dream come true for me! I feel like NILI was a huge catalyst in making that happen for me.

So what projects are you hoping to work on?

Shayleen: Right now, I have some ideas about what I want to do while Im in the LTS program, but I also realize I need to keep my options open and be open to learning because there may be opportunities that I dont know about yet. I am hoping to gain more administrative skills because a lot of Native language teaching requires opportunities to teach and in my context, I believe I will have to be creating some of those opportunities for myself and I hope to be able to do that for others as well. I am also really interested in research opportunities for my language, including linguistic research. Right now, I need to get a grasp on fundamentals of linguistics, which is what I am working on in courses Im taking. That involves a lot of reading and background knowledge. Beyond that I think Ill be open to different project ideas that I will learn about throughout the LTS training.

Brittany: I am hoping to work on creating an online resource for teachers of the language to connect, collaborate and share resources more easily.

How can people help with the preservation and restoration of these incredible languages?

Brittany: People can help by educating themselves about the indigenous peoples locally and beyond. And everyone is welcome to volunteer at our Summer Institute!

Shayleen: I think just people sharing an interest of these languages helps tremendously. When people take the time to learn little bit about Native language preservation and restoration, they are doing a service to the larger community. The Pacific Northwest is historically one of the most linguistically diverse places in the world, so when people support these languages, they are supporting the cultural diversity of this beautiful place. The rate of decline of these languages is one of the fastest in the world as well, so we stand to lose about half of our languages in the United States by the next 50 years. In other words, we are at the top of the list for having the most to lose with regards to languages lost. I want people to know about that and share that information in a positive and supportive way, because the time is right now to make efforts to preserve these languages. Preservation includes documentation and training for archival work, and ideally, teaching it to children who can grow up with Native languages, which is a method called language revitalization. Promoting these activities is the best way to help, whether that means sharing information about opportunities and activity with your networks, or becoming involved in the Native language community, or even by sharing this background info with people who might not know about it. Also, support any education programs that may support Native language revitalization. I think Oregon just passed a law about teaching appropriate Native American curriculum, but that could also extend into languages, where culturally sensitive and appropriate.

Any final thoughts?

Shayleen: It has been really nice to meet people in the LTS program who are from all different walks of life. I have been able to share information about Native languages and to hear the feedback that most people are very interested in it and I really appreciate that! It has been nice be a part of the LTS community as a forum to talk about various language contexts and I think we will all benefit greatly from it because it will help us to create a sense of community as future language teachers. So, I think that the community aspect of the LTS cohort is very important.

Brittany: If you want more information about NILI, check out our webpage!

Welcome to the Northwest Indian Language Institute

Thank you two so much for taking the time to introduce yourselves and share your passion for this very important topic!

October 14, 2017
by zachp
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Spanish Language Learning APP LingroToGo!

Check out today’s post about a revolutionary Spanish language learning application called LingroToGo. Featured is Dr. Julie Sykes–our very own LTS faculty member and Director of CASLS (Center for Applied Second Language Studies)–along with a couple LTS students who have worked on the app.

Dr. Julie Sykes presenting to the LTS cohort about CASLS and LingroToGo

Julie, thank you so much for joining us today. Please share with us what makes this APP so special:

LingroToGo is the first comprehensive app that explicitly targets language learning strategies, pragmatics, and function-based language learning. Moving beyond the translation of words and phrases, the app really helps people work on how to use the words and structures they learn in a meaningful way.

What about the pragmatic component of it?

Pragmatics really focuses on the exchanges of meaning and the avoidance of miscommunication whenever possible. It is exciting to see pragmatic components of language treated systematically throughout the app.

And there’s video too?

Yep. There are a robust set of videos that focus on strategies and pragmatics, the two pieces of a language learning curriculum which are often not seen in teaching and learning materials.

Awesome! And just curious, where did the name LingroToGo come from?

The Lingro part of the name comes from our collaborative partner, Lingro Learning and the ToGo piece parallels the name of one of our other tools, LinguafolioToGo, a comprehensive e-portfolio designed for language classroom.

LTS (2017) alum Dan White, who developed the Cryptogram feature of the Lingro App as his Master’s Project, had this to say about his time working on Lingro: “The Lingro App was a very fortuitous opportunity for me, as I was hoping to find a project that revolved around creating a game or puzzle for language teaching. I had never done app development before, but I was familiar with coding. Fortunately, Julie gave me the opportunity, and the app development team were very patient with me as I learned how to develop the Cryptogram. I was so pleased that my contribution made it into the final product, and it really stands out when you are using the app as one of the most challenging features. I can take this app development experience with me in the future, and I look forward to developing my own language apps.”

Current LTS student and CASLS GE (Graduate Employee) Zach Patrick-Riley: “This app is simply revolutionary. It does a perfect job of showing what 21st century education should include; not just a focus on language but strategies for successful interpersonal communication and autonomy building. My favorite part has to be the videos in each section. Maybe I am a little biased because I have helped create a number of them, but they are so fun and engaging to watch! Seriously, check out this app, te va a encantar y aprender español muy rápido.”

Other LTS students who have contributed to this app include Christopher Daradics (2016) and Valeria Ochoa (2017).

LingroToGo is available for download for IOS right now @ https://itunes.apple.com/us/app/lingrotogo/id1273904866?mt=8

Android is coming very soon as well! In fact, if you would like to take part in Beta testing please sign up here:  https://goo.gl/forms/VSGlmNBIfBS26yL13

September 29, 2017
by zachp
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Introducing the 2017-2018 LTS Cohort!

I am so thrilled to introduce you to the 2017-2018 LTS cohort!
As you will see below, we have a wonderful mix of backgrounds that all share a strong passion for teaching, learning, and exploring the world.

Alexis Busso (Oregon coast in a little town called Bandon): As an undergraduate, my focus in the International Studies department was cross cultural communication and education. This professional concentration sparked my interest in language learning and language teaching. I decided to join the LTS program because I have a huge love and passion for teaching and traveling. The LTS program will provide me with the skills and resources to teach students from a diversity of backgrounds. 

Brittany Parham (born and raised in Eugene, OR) I joined LTS in order to become a resource to better support the language revitalization efforts of the Sahaptin language, an indigenous language of the Columbia River spoken in Oregon and Washington. After I graduate, I plan to aid in language teacher training programs, as well as teach and advocate for the language at the University of Oregon.

Lee Joseph Huddleston (Eugene, OR): After serving in the Peace Corps for two years in Micronesia, I knew that I wanted to be a teacher. Through that experience I came to see teaching, especially teaching language, as a way of empowering others to bring about positive change in their lives and their communities through communication, the exchange of ideas and the expansion of consciousness and perspectives. I joined LTS to gain strong theoretical background knowledge and experience by collaborating with professions in my field. This Master’s degree combined with my passion for teaching will better allow me to excel in the competitive teaching market.

Logan (Bellevue WA by way of Bellingham, WA) After a fun and comfortable five years in Bellingham at Western Washington University getting my BA in Linguistics, I originally left undergrad thinking I would head straight into doctoral work in linguistics. However, after a lot of soul-searching (and a few deadlines missed on purpose) I decided to pursue my newly-discovered love of teaching. I looked at a few teacher-training MA programs, but nothing really clicked until I found the LTS program here at UO, which enabled me to explore teaching while catering to my love of language. I’m so happy and excited to be in this program with all these wonderful people that make up the cohort, the faculty, and everyone else. Big things in store for the future!

Ngan (Ngân) Ho Chi Minh City (or used-to-be Saigon), Vietnam. What attracted me to the program was that although LTS is an intensive program, it offers great flexibility in terms of the language that students are interested in teaching, choices of electives in different UO departments and many opportunities for internships so that students can gain hands-on experiences during the program.

Shayleen EagleSpeaker:  Wasco is my tribe and I am from the Confederated Tribes of Warm Springs of Oregon. I am studying the Wasco language, Kiksht at UO as part of my LTS program. I came to the LTS program because I am really interested in linguistics and also because I have a passion for learning and teaching Indigenous languages, especially from my tribal heritage. The University of Oregon has a wonderful Northwest Indian Language Institute and they offer a lot of support for the learning and teaching of several Indigenous languages of Oregon, Washington, California and others. I would not have known about LTS if it were not for NILI and the outreach from NILI over 6 years ago when I was first introduced to their programming at Lane Community College when I found out about Chinuk Wawa language class. So I think it is really important to talk about how NILI has created this whole career path and made it possible for me and many others to study, teach and perpetuate Indigenous languages, especially because many of us may have not found another way to make it possible. I believe that learning languages in college has been a good fit for me, and there are other ways to learn, but in our modern society it is not that easy. So I’m really thankful for this part of higher education at the University of Oregon.

Yumiko Omata (Japan) The program offers me valuable opportunities such as specializing in teaching both English and Japanese and taking elective courses in East Asian linguistics and language pedagogy. Also, the possibility of gaining teaching practice at the Department of East Asian Languages and Literatures would give me insight into JFL/JSL teacher education.

Yuxin Cheng (China) The reason why I joined LTS is because I was volunteering at a Chinese immersion school in Salt Lake City, Utah. Then I realized that I am interested in language teaching through my volunteer experience. So, I decided to switch my undergraduate major from Accounting to Linguistics. My favorite quote is from Harvard’s first female president Drew Gilpin Faust. She said, ” Don’t park 20 blocks from your destination because you think you will never find a space. Go where you want to be and then circle back to where you have to be”.

Zach Patrick-Riley (Anchorage, Alaska): I try to live my life by the mantra “Be the change you wish to see in the world” and this program helps me do just that. I absolutely love teaching… Seeing a student’s eyes light up when they learn something new is an indescribable feeling, and I am so happy to be pursuing a degree and profession that makes me be my best possible self, and helps others achieve their dreams. Not to mention I love traveling 😉

 

August 18, 2017
by gkm
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LTS 2016 – 2017 Cohort Final Presentations: A Brief Summary and a Fond Farewell

LTS 2016 – 2017 Cohort Final Presentation: A Brief Summary

As the 2016-2017 LTS program comes to a close, the presentations are finished and the finalized projects are rolling in! As this year’s cohort gets ready for their next big adventures in the wilds of language teaching around the globe, this final blog post for the Summer 2017 term will provide a brief glimpse of the hard work and dedication the graduates have put into bettering themselves as language educators, and into bettering the world of language education as a whole. If you missed out on the presentations this year, here is a small gallery of snapshots of each presenter’s work!

Women Teaching Women English: A Contemporary Women Writers Course for Female English Language and Literature Students in Egyptian Universities by Devon Hughes

 

Academic Writing Skills for International Students of Chemistry at a U.S. University by George Minchillo

 

Farewell to your ‘Inauthentic Chinese’: A Materials Portfolio for Improving CFL Learners’ Pragmatic Competence by Heidi Shi

 

Marching to Different Drummers: Teaching a Mixed Class of Heritage and Non-Heritage Learners of Russian with Motivation in Mind by Iryna Zagoruyko

 

Korean as a Second Language for English Speaking Husbands: a Multi-cultural Family Situation-based Curriculum by Jiyoon Lee

 

An Adaptive Place–Conscious Ichishkíin Materials Portfolio by Joliene Adams

 

Crafting a Brand in English for English Language Learning (ELL) College Athletes by Juli Accurso

 

Using TBLT to Address Locative Phrase Word Order Transfer Errors from English L1 to Chinese L2 by Lin Zhu

 

Deciphering the Cryptogram: A Word Puzzle Supplement to Traditional Lexicogrammatical Acquisition by Dan White

 

Using Literature to Develop Critical Thinking and Reading Skills in an EFL Class at University by SeungEun Kim

 

Integrating Service Learning into University Level Spanish Heritage Language Classes in the United States by Valeria Ochoa

 

A Career Exploration Course in Mandarin Chinese for Young Learners in East Asia by Reeya Zhao

 

Using Graphic Novels and Children’s Literature Books in U.S. 2nd year CFL University Courses by Yan Deng

 

Creative Writing in the Digital Age: A Course Design for Intermediate ELLs Majoring in English at an American University by Becky Lawrence

 

Using Podcasts to Teach Academic Listening for International Undergraduate Students through Metacognition: A Flipped Portfolio by Chris Meierotto

As a means of “paying forward” all of the help and support that we received from our professors, fellow classmates, and previous cohorts, the 2016-2017 cohort wrote up a short collection of thoughts and suggestions for future/prospective students regarding the final presentations:

How did it feel leading up to the presentations?

“I was able to learn a lot from the other presentations I saw. I learned how to make a good introduction to my project.” – Yan Deng

“It was definitely nerve wrecking at times. However, by this point in the program, I think us cohort members start viewing ourselves as a productive, contributing members of the field rather than students trying to play catch up, so I also viewed it as a chance to show what I could do as an educator.” – George Minchillo

“I felt great since it was a showcase of all my work, and I was happy to share my project with the cohort and faculty. It was a final milestone, and I tried to do my best for the audience to be interested and engaged in what I was presenting.” – Iryna Zagoruyko

How does it feel to know that you have the presentations behind you?

“I feel good because this was an opportunity to share what I have been engaged in for so long with the audience. After doing so many things during my time in LTS, I still felt supported when preparing for the presentations.” – Lin Zhu

“I feel free at last! However, I do think back to some parts of my presentation that I think could have gone better.” – Heidi Shi

“After doing the 2 year option and finally getting to the end of my final project and presentation, I feel exhilarated, excited, and exhausted! I’d been working on my project for a long time and it has morphed and evolved throughout my time in LTS. To present it in its final form in front of my peers, faculty, friends, and family was such an amazing feeling.” – Becky Lawrence

“It is always a bit sad to be done with anything in life. But, I feel that I did everything I could in my project, and hope very much that it could be useful in teaching mixed classes of Russian. I hope activities from my project will be implemented in the REEES curriculum here at the UO.” – Iryna Zagoruyko

What were the most difficult or the easiest parts of giving the presentations?

“I really tried to focus my presentation on entertaining the audience. I tried to leave out most of the minor details, and instead focus on showing the more ‘flashy’ parts of my project.” – Dan White

“The easiest part for me was making the draft of the slides, because I have so many things that I can pick and choose from my whole project to put in the presentation. The most difficult part was tackling audience questions, because some of them were unexpected!” – Lin Zhu

“The easiest part for me was actually having the chance to show my project! The hardest part was having a lot of information, and choosing which ones I should include in the presentation.” – Yan Deng

“For me, the most difficult part was having the confidence in the work I had done, and in portraying myself as an ‘expert’ in front of experts. The most useful part of the presentation was receiving additional feedback from peers and faculty that could be implemented in the final revisions of the project.” – George Minchillo

Any suggestions for future cohorts?

“For future cohorts, I would advise you to start thinking of project ideas early. Be creative, and try to combine your passions and interests with sound language teaching pedagogy. Take advantage of the built-in support of a cohort system, and ultimately just enjoy the process, because it will fly by before you know it!” – Becky Lawrence

“Prepare ahead of time, practice at least five times, and don’t make the slides too text-heavy! Be confident in yourself :)” – Heidi Shi

“Have confidence in the work you’ve done. You will undoubtedly be one of the most well-read and knowledgeable people about your context and materials in the room!” – George Minchillo

“Even though at this stage in the program, you will have completed 98% of your project. However, adequate time should be set aside to prepare for the presentation.” – Lin Zhu

“Enjoy the moment! Be nice to your cohort! They will be the greatest wealth in your academic life.” – Yan Deng

“Definitely be serious about your project! View it not only as an exercise, but strive to do everything possible to ‘break the ground’ in your field and context. Do not underestimate yourself – you have all the potential to create great activities/course designs for somebody to use in their teaching!” – Iryna Zagoruyko

A Fond Farewell

No matter where we go, and no matter what we do in the future, let’s always remember and think back to the knowledge, experience, and camaraderie we shared with one another as we grew into professional educators together. Even if we lose contact, or never find ourselves in a shared space again, we can always provide inspiration to one another to achieve our best, and to work hard to mold the world of academia as we see fit! For these reasons, I believe it is not necessary to say goodbye, but simply to say good luck to the 2016 – 2017 LTS cohort. I know we will all move on to do great things!

Thank you to my cohort members for all of their support! I hope to see you all again soon.
George Minchillo

“Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt. The limits of my language are the limits of my world.” – Ludwig Wittgenstein

August 11, 2017
by gkm
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Student Spotlight – Saba Alamoudi

Student Spotlight – Saba Alamoudi

Tell us about yourself! Where are you from? What kind of work have you done? Do you have any hobbies?

My name is Saba Alamoudi. I am from Mecca, Saudi Arabia. The holy city for Muslims and one of the oldest cities in the world.  It’s a crossroads and melting pot of many world cultures. People come to this city from many places around the world every year.

I was born in Makkah and lived in this city for my whole life, and I got my bachelor’s degree in Arabic literature from Umm Alqura University in the same city. After I graduated, I tried to find a job there related to my major, but I did not find anything. I decided to apply for a scholarship through the Saudi government to come to the U.S. I came to the U.S in 2012 and I started learning English. I was planning to teach Arabic as a second language and the LTS program was the perfect program for me to achieve this goal. Therefore, I decided to apply. I have tutored Arabic learners and lead the Arabic circle in the Mills International Center when I was an English learner in the AEI. I also was involved in many activities to introduce Arabic culture to American and international students through the Saudi and Muslim Students’ Association of the UO. After I enrolled to the LTS program, I got a job as a language instructor in Umm Alqura university in my hometown, which I will start after I graduate from the LTS program.

Could you tell us about any internships or GE positions you had at the UO?

I did an internship to work with Arabic instructors at the UO in some Arabic language classes that focused on teaching modern standard Arabic and the Egyptian  dialect.  It was a great experience for me. I learned from the teacher a lot of things related to teaching Arabic in an EFL context with students speak the same native language. I got the chance to teach in these classes and I learned a lot from the experience such as managing class time. One big challenge was to teach Arabic by speaking English in the classroom. For example, explaining many grammar rules or explaining vocabulary meaning using the English language. Arabic language classes in the UO helped me to realize the challenges that students face when they communicate and interact with native speakers. Arabic diglossia was the main challenge. The students were learning in most of their classes the Modern Standard Arabic which is used in very formal context such as academic context while native speakers use their own dialect to communicate with each other. The standard and the spoken languages are very different and it was hard for the students to understand native speakers when they speak. After spending some time helping students to realize the differences between the standard and the dialect, and after attending a Arabic class that focus on teaching the Egyptian dialect, I realized that the main difference is the pronunciation. That led to the focus on teaching pronunciation to clarify the problem of comprehensibility and intangibility in the communication between Arabic learner and native Arabic speakers.

Could you tell us a little bit about the ideas that you have for your Master’s project?

My Master’s project focuses on integrating teaching Pronunciation In Arabic curricula as a second language through some activities. I focus on both segmental and suprasegmental features for modern standard Arabic and the western Saudi dialect. My goal is to help students learn how to use what they’ve been learning in the modern standard Arabic language classes to interact and communicate with native speakers. Learning more about the differences in the the sound systems for both varieties of Arabic can help them avoid a lot of intelligibility and comprehensibility problems.

What is the most valuable thing that you’ve learned during your time at the UO?

Professors at the UO, especially the LTS program, have different teaching styles than most professors in my country. One main valuable thing that I learned is how a great teacher should be. Other valuable things that I learned and appreciated during my time in the program are the teacher and peer feedback in the classroom, the classroom discussions, the microteaching activities and practice that I have had during my learning journey. It helped me to apply and experience a lot of things that I learned theoretically in the program, and it helped to shape my teaching perspective and style. Finally, I learned that language is more than vocabulary and grammar rules. Also, culture is always associated with learning languages; therefore, including pragmatic, sociolinguistic and suprasegmental aspects is very important to teaching a language effectively.

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