February 9, 2024
by sierraj
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Student Spotlight: Halima Bibi

Today’s Student spotlight features Halima Bibi

– blog post by Inês Bernardo Catarino, FLTA-LTS

Tell us a bit about yourself and your background!

Hi, I am Halima and I am an international student from Pakistan. I grew up speaking Punjabi and Urdu as my first languages. English and Arabic are my second languages. From childhood to early young age, I kept sketching many to-be versions of my future life i.e., at times, engineer or pilot and other times, doctor or teacher. In college, when everyone else around was expecting me to go to medical school, I decided to major in English. I was driven by my passion for literature and languages. It’s been more than six years since I started my professional career as an English language teacher in 2017.

Halima in the Knight Library in Fall term 2023

And what brought you to language teaching?

What convinced me to be a teacher, especially a language teacher, is a story!

Growing up in Pakistan, I witnessed the rich linguistic diversity in the country and was intrigued to know the impact of learning languages, especially when I realized that local languages are often backgrounded while English takes center stage. My undergrad was a conscious decision to understand these disparities but subconsciously I was (maybe) in the pursuit of “English success”. However, I went eye to eye with this topic in my undergrad dissertation, using a postcolonial lens to understand how far societies can go with the imposition of English as a dominant language/culture, giving rise to issues like cultural and identity conflicts. My teaching experience revealed more of this to me! However, as an English Language instructor I felt in conflict with my language ideologies. I did not hesitate when I found an opportunity to teach my national language (Urdu) in the US through the Fulbright program. I joined UO as a Fulbright Foreign Language Teacher of Urdu in 2022 and worked closely with Professor Harinder Khalsa in a self-study language program at Yamada Language Center. Through teaching for a self-study language program, I reimagined my teaching possibilities and was inspired to see the sky as my limit.

Halima At the Fulbright FLTA midyear conference in 2022

Why UO?

My Fulbright experience convinced me to continue my grad school in the US, and then when UO accepted me with an ICSP scholarship, I set aside my other options and ran to LTS!

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

Teaching, for me, started very early in life. I was raised and brought up by very progressive parents who instilled a realization in me that education is a matter of privilege for so many in this world. If someone has the privilege, it must be shared and celebrated together. I was privileged to sit in urban classrooms, so I was advised to share my learning experience selflessly with those either deprived of education or devoid of urban educational facilities. From one-student classrooms to anywhere possible to anyone deprived of this opportunity and identified in the community, I fondly remember myself on a teaching hunt since my high school days. Most of the time, it was English and Urdu that I taught; little did I know that it would add up to my language-teaching story. Also, my first professional teaching experience as an English Instructor at my alma mater will always stand as a foundation for me; that was where I started learning how to teach language.

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

Halima during a Talking with Ducks Class, Fall 2023

Oh, I must pick up a highlight!

I recently started working with Professor Keli Yerian on an Open Pedagogy Project and we are creating an online Pressbook with a team of students. The relatively new pedagogical approach reimagines the roles of teacher and student and makes the learning experience more collaborative, accessible, and transparent. Long story short, it is not just a project; it is a lifetime learning adventure!

Also, when I recall my Talking with Ducks class with all my classmates and supervisor, Professor Trish Pashby, I have a big ear-to-ear smile on my face. A unique learning experience, it was!

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

I see myself working for the regional languages of Pakistan in the future by bringing theory and practice together. I aim to work with fellow educators to initiate projects that ensure the preservation of local languages.

A fun fact about yourself that others may not know.

I am a Potterhead! I can watch Harry Potter anytime any place. Gryffindor reporting this side!

December 6, 2023
by sierraj
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Student Spotlight Artie Kotov

Joining us for the first spotlight of the academic year with Artie Kotov.

– blog post by Amira Ghazy, LTS Student

Artie in front of the Boston Public Library November 2022 (c) Liza Imenowski

Tell us a bit about yourself and your background!

My name is Artem but my preferred name is Artie. Fun facts: My first name is Greek, it is derived from the name of the Greek goddess Artemis and my last name is derived from the Russian word кот — kot which means cat. However, I am not Greek and I am a dog person.

I was born in Moscow, Russia, and when I was around 1 year of age my parents and I moved to the U.S. My parents worked at Ringling Brothers Circus and Cirque du Soleil. I grew up speaking both Russian and English and consider them both my first languages. When I was about 5 my parents and I moved back to Russia where I went to elementary, middle, and high school. In middle school, I took a French class for one year and German for three years. I was a very active kid in school, I founded a student council at my school and I also volunteered a lot and participated in many leadership camps. In 8th grade (2014), I was nominated to represent Russia in the Lions Clubs International youth exchange program in Landau, Germany where I had the chance to learn from my peers about the work of LEO Clubs while also practicing my German. In 9th grade (2015),

Artie’s first Summer Camp at the American Center, U.S. Embassy Moscow, 2016. (c) American Center in Moscow, Public Access

I got my first job and I worked as a Program Coordinator at the Volunteer Tourist Center of Moscow, a program aimed at providing informational and language support to foreign and domestic tourists in Moscow. From August 2016 to November 2021, I served as a Youth Programming Facilitator at the American Center, U.S. Embassy Moscow, and have initiated and facilitated programs like monthly sessions of the Children’s Club, Kids Fun Hour, TED-Ed Club, Teens Advisory Committee, Family Club: Yesterday’s Tomorrows, Celebrate! U.S. Holidays for Kids, Discover America for Teens, weekly English Classes for Kids, and annual two-week-long English summer camps for kids. Over the course of 5 years, the programs that I have facilitated were attended by about 25,000 participants.

I got my Bachelor’s degree in Linguistics (Translation and Interpreting Studies) in Moscow, Russia. While I was doing my undergraduate studies I also worked as an English and German tutor and worked with more than 25 students over the period of 4 years. I also worked as an English and German interpreter at various conferences, conventions, and official visits. I even had the chance to go on my first business trip to Ingolstadt, Germany, where I worked as an interpreter at Bürgerfest. From September 2019 to December 2021 I also worked as a German instructor at the Russian-German House in Moscow where I taught A1-A2 German to young and adult learners.

What brought you to language teaching?

I would say my previous experiences, especially the fact of being bilingual and facilitating programs at the American Center in Moscow brought me to language teaching. I had the opportunity to talk about American culture, the history, geography, and traditions of the U.S., while also teaching some aspects of the English language. I remember vividly how I implemented various language-teaching approaches while organizing both annual summer camps and some of my other programs without having much knowledge of language teaching. I browsed a lot of information online and asked many professionals what they thought about my ideas. But I wanted to learn more about language teaching, how people acquire languages, and so on. I noticed that when I was explaining something and sharing what I knew brought so much energy and my students reciprocated that. I saw learners smile, I saw my students have fun, I saw my learners progress in the language, I had parents and guardians come up to me and thank me for what I was doing — these were the moments when I felt I was doing something right and it got me thinking about pursuing degree either in linguistics or in language teaching studies.

Why the UO? Is it nature? Is it the people? Is it Nike?

Nike and Ken Kesey, of course! (I’m kidding but it’s also true) I chose UO to become part of the flock because I have participated in the Camp Fundamentals in Youth Recreation in English (CampFYRE) with Lara Ravitch where I learned a lot about teaching English and making camp programs more structured. I loved the supportive and safe environment even though the course was online. I noticed how well-organized and practical the materials were. Some of the knowledge from the course has helped in my studies and teaching. I remember vividly that the LTS program was also the program that I saw on the website and it was the moment when I realized that I wanted to become a member of the cohort since the program would meet my professional and personal goals.

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

I taught English and German as a foreign language to learners of various backgrounds in Moscow, Russia both as a formal instructor and as a tutor. I also have some experience in teaching Russian at the University of New Hampshire.
I am also currently teaching English as a Second Language as a tutor and in Samantha Smith‘s Group NGO (online.) One of my recent fond memories of teaching ESL was back in February 2022 when my student participated in her first-ever open mic/improv, she used some vocabulary from class and even joked about us reading Dr. Seuss’s books together. I was proud (still am) of my student and I even shed tears of joy.

First Talking with Ducks classes, October 2023 (c) Trish Pashby

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

My program highlight would definitely be our Talking with Ducks classes that we facilitate at the American English Institute as part of our LT 537 Language Teaching Practice class with Trish Pashby. I get to learn a lot from my peers while also trying out some of my ideas. The Halloween and Unusual Holidays classes that I facilitated with Iris were a hit! Iris and I tried using the station rotation format and it turned out to be engaging and fun! With the help of other ducks (a.k.a. my fellow LTS flock), both sessions went really well.

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

I would like to continue my work in teaching ESL to refugees and asylees/asylum seekers here in the U.S. while also embarking on the journey of teaching Russian. I see myself working either at a middle or high school, college, or an adult learning center (however, I also like working with young learners.) To accomplish these goals I would later apply to relevant PhD programs and some professional development programs, e.g., STARTALK at Middlebury College.

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

I have been lifting weights for more than a year now. Surprisingly it helps me with my work as a teacher as well — as it puts me in the position of a novice learner a lot of times. One fact that not everyone knows about me is that I am very good at singing (humble, I know.)

August 15, 2023
by sierraj
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Student Spotlight Miranda Dufour

Welcome everyone to the final student spotlight of the 2023 LTS program, and congratulations to the cohort for completing their Master’s portfolios! You all have done such impressive work during your time at UO, and we know that you will only continue to do great things in the future.

Joining us today as our last (but not least!) student interviewed is Miranda Dufour.

– blog post by Emma Snyder, LTS student

Welcome Miranda; please, tell us a bit about yourself!

I am 23 years old and was born and raised in Southern Oregon. There, I played soccer from the 1st grade to the 11th grade. I have a close relationship with my grandparents. I was fortunate to be able to go on many trips with my grandparents both domestically and internationally. Through this, I became more interested in other cultures and traveling to new places. I have a twin sister named Marissa who is my best friend. I also have a beautiful baby kitty named Mika (Meek-uh) who I have had for about a third of my life (she’s turning 8 in August).

Miranda’s pet cat, Mika

Happy birthday to Mika! You’ve spoken about what brought you to your interest in travel and other cultures, but what brought you to language teaching? To UO?

I was always interested in being a teacher, but I didn’t like the way teachers were treated in the US. It wasn’t until my third year in high school that I discovered what Linguistics was (through Wired’s video series with Eric Singer). At the time I was also interested in the idea of teaching in a different country, so I decided to apply to the UO as a Linguistics major. Then, of course, I then applied for the LTS program during my last year of undergrad.

And we are so glad you did! Have you had any past experiences with language teaching? Anything that was particularly meaningful, or stood out?

A rewarding experience I had was working with Pranali Garud with her English Bootcamp (featured in Eugene Weekly: https://eugeneweekly.com/2021/12/23/pranali-garud/). Working with middle-school-aged girls from underserved communities in India gave me a broader experience with students of a different age group and background. Being able to provide at least some schooling for girls who (many of them) were not going to school because of COVID and the lack of infrastructure for remote classes was a very rewarding experience. I was also interning in a class at the AEI as a part of my LTS requirements, and a student came up to me and said that she appreciates how understanding and kind I was to her and her friend. That was the first time a student has done that, and it was really impactful to me.

Miranda and her twin, Marissa, at Miranda’s undergraduate graduation.

That sounds so incredibly rewarding. Now that you have gone through the LTS program, what was a highlight that you can recall?

Probably the stories in the previous question’s answers. On the learning side, I think my time with the faculty and instructors has also been not only very useful but also a highlight.

That is fantastic to hear! Do you have any plans for how you are going to be working in the language teaching field in the future?

I am in the process of getting an English teaching job in South Korea. I hope to work at a Korean university some day.

We wish you all the best! Finally, what is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

Besides language teaching, I like to play the Sims 4. Something people may not know about me is that I have collected nesting dolls since I was little. I also love either miniature versions of items or large versions of typically small items. My retirement activity would probably be building miniatures or dioramas (which I don’t have the time, money, or space to do currently).

June 25, 2023
by sierraj
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Student Spotlight: Nicolas Vassilenko

Nicolas Vassilenko is a graduating LTS student who will be teaching at Tokyo International University next year

– blog post by Emma Snyder, LTS student

Tell us a bit about yourself and your background, Nicolas!

Nicolas at Alcatraz Island nighttime tour

I was born in Buffalo, Wyoming, and have been moving around ever since. I’ve lived in numerous cities in Wyoming, Colorado, and Oregon. I’ve been in Oregon for the past 12 years and really love it! My academic background started with my undergraduate degree in Linguistics, focusing on pragmatics acquisition through multimedia. Hobbies of mine are gaming, painting miniatures (though I am quite awful), and Legos! I grew up in a multicultural household with Russian and English spoken. Traditions, customs, and celebrations were always important to both sides of the family, and it was a joy to experience such varied events. My father is from Russia, and my mother is from the U.S.

What brought you to language teaching? To the UO?

(From left to right) Eddie, Luka, and myself at Luka’s high school graduation

My mom was a teacher around my current age, so I think that has a large influence. I also have two younger siblings, and I’ve always played the older brother/teacher role. I came to the UO in 2018 with the Pathway Oregon scholarship, ready and giddy to begin learning things that I had chosen. I had a select few ideas coming into the university (anthropology, music, computer science). I found out quite early on my passion for teaching, I think around my sophomore year. We had a project in the Teaching Pronunciation class (shout out to Trish!) that involved helping an international student with their questions regarding English. I distinctly remember the student saying that she had shared all the tools I gave her with her family, which really blew my mind that I was able to help that much. The look on her face and the comments she made about how much I helped really sparked the passion that I still carry today.

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

I have past experiences scattered around teaching friends Russian phrases and the like to make themselves seem more “exotic.” My past experiences were mostly cultivated during my senior year and during the LTS program. I have many fond memories of teaching the LT 537 Talking with Ducks students, one-on-one tutoring with a traveling scholar and her son, and various other odd-end jobs that required an instructor. I’d say the memory closest to my heart would be hiking with my language exchange partner and teaching him the differences between trees and the various vocabulary English has for sticks. I don’t know what made me so attached to that specific memory. I think it was because of his genuine interest and wonder about “Why does English have so many words for a stick?”

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

Accompanying Dr. Julie Sykes and Stephanie Knight presenting data at AAAL 2022 in Pittsburgh

I would say the highlight has been the curriculum design and assessment topics. Though immensely challenging, I found that it was so rewarding. I learned the true ins and outs of how courses are designed and the best way of assessing the materials being taught. Now knowing these skills, I feel confident that I can craft courses that I have always wished were available during my undergrad years. For instance, I’ve been really focused on refining my curriculum around learning English through theatre. I took a course similar to this in my Freshman year (it was learning Russian through theatre) and never lost that love of embodying a language like we did in that course.

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

I am extremely fortunate to be going straight into teaching post-graduation. I will be able to immediately apply all of the incredible skills we have learned through the LTS program as an English lecturer at Tokyo International University starting April 2024.

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

Outside of the language teaching context, I spend my time playing video games with friends (one of whom I met 15 years ago this July online; and they’ve said online friends aren’t real, haha). A fun fact I would say is I have never seen nor read the Lord of the Rings series. I feel like it is deemed a right of passage as a linguist, so I better get on that soon.

May 25, 2023
by sierraj
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Student Spotlight: Kaleb Stubbs

Kaleb Stubbs is a current LTS student who will be graduating this Summer.

– blog post by Emma Snyder, LTS student

Hi Kaleb! Tell us a bit about yourself and your background

Kaleb sitting on stone steps in front of a bamboo forest

Kaleb in a garden in Kamakura, Japan

I was born and raised in Eugene, Oregon. My father is also from Eugene while my mother is from Panama. I grew up playing baseball, basketball, and football all the way through my high school years. I ended up becoming the ASB President (all student body) of my high school at Sheldon where I gave many speeches, including one at graduation and organized the assemblies for the school. I attended Lane Community College where I received my Associate’s of Arts degree and transferred to the UO where I completed my undergrad in Linguistics and the Second Language Acquisition and Teaching (SLAT) certificate.

What brought you to language teaching? To the UO?

In high school, I always aspired to become a writer, but was unsure on how to go about it at the time. During my years at Lane, I switched my degree many times from business to music, then to EMT until I eventually found my passion in language learning. I discovered this through travelling when I was working at the airport and had the opportunity to use the free flight benefits to travel to places such as Italy, Israel, the Netherlands, Canada, Guatemala, Panama, and Japan. It wasn’t until I visited Japan that I found out what direction I wanted to go as far as higher education. I noticed that language is the key to the world and there were many job opportunities as an English teacher in Japan. When I returned to America, I immediately started studying Japanese and Linguistics at the U of O and now I am in the LTS Masters program. I also found that the passion doesn’t just stop with teaching. When we know a language and how language works, there are many opportunities that can be had in many different areas.

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

Since my time at U of O, I have had many great teaching opportunities such as working with international students from all over the world while tutoring at AEI, interning with Li-Hsien Yang at CASLS, and with the OIIP program. Classes through the LTS program offer opportunities to teach as well, such as Talking with Ducks, and the times have been unforgettable. I have met so many interesting people and was able to expand my cultural and linguistic knowledge even further by making friends and using the Japanese language and other languages every day. I have gone on many fun adventures with my international friends such as going to the coast, hiking Spencer’s Butte, snowboarding, surfing, skateboarding, and many other things. These memories I will always cherish and remember and at a time when I knew no one from Japan, I now have many friends in different places of the country so I will not be lonely and there are many opportunities to be discovered.

Kaleb exiting the torii gates, in front of Tsurugaoka Hachimangu shrine

Kaleb in front of torii gates in front of Tsurugaoka Hachimangu shrine

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

Aside from learning the logistics of how language teaching works, the LTS program has offered so many insights that were new to me such as curriculum designing, program evaluations, creating lesson plans, learning about different modes and tactics of language teaching especially in a world where things are more digital and online, and how to optimize the experience for the students in classroom. I would have to say the highlight of the LTS program is the amount of awesome people I get to meet and work with while in the program. It’s awesome to part of a team of likeminded individuals who are bright and driven in their field. The professors in the program are all great as well and each one offers a viewpoint that is extremely beneficial in many ways.

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

After I graduate, I plan to utilize the knowledge I have gained throughout my years at UO and the LTS program by travelling and teaching English. My main goal is to live and work in Japan while increasing my knowledge of the Japanese language, but I am always open to travelling to new places as well and learning about the languages and cultures as much as I can. I hope to work in education with students of all age ranges who are interested in learning English and to help them on their linguistic journey. Another goal is to work for an international company where I can travel and use my language ability to bridge linguistic and cultural gaps and make connections around the world.

Kaleb with co-teachers and English students from Nagoya, Japan in Eugene

Kaleb (third from left in back) with co-teachers and English students from Nagoya, Japan in Eugene

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

Kaleb and his brother on top of a mountain with a view of mountain ranges and rivers behind them

Kaleb (left) and his brother at the summit of the South Sister, Oregon

Outside of language teaching, I have a passion for music, photography, manga, video games, and the outdoors. I play the drums, a bit of piano, and the bass guitar on my free time and also make music on my computer. Recently, I have had the opportunity to be the drummer of a band which has always been a dream of mine. I often take photos of nature when I’m on a hike or bike ride and find it extremely grounding. I love to skateboard, mountain bike, and surf with my older brother as well who was the one who got me into outdoor sports. I also recently have reconnected with my love for writing and have began writing brief short stories and hope to eventually transfer those into short films.

May 4, 2023
by sierraj
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Alumni Spotlight: Jiyoon and Chris

– by Emma Snyder, LTS student

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

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

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

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

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

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

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

Chris & Jiyoon: Busy.

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

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

Jiyoon’s son’s first Halloween in California

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

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

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

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

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

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

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

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

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

Chris on his way to Alcatraz Island in SF

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

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

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

April 23, 2023
by LTSblog
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Student Spotlight Yueyuan Jin

– blog post by current LTS student Emma Snyder

We are definitely seeing those April showers, which hopefully means we are in for a beautiful May! Welcome back from break to our students, and welcome Yueyan Jin to the first of our April spotlights! Tell us about yourself, Yueyuan!

Hi, I’m Yueyuan. This is my second year in the LTS program. I followed the two year schedule instead of the 15 months intensive one. I’m from Chengdu, a city located in the south of China, which is also the hometown of pandas. I grew up there and went to study abroad in the United States when I was 17. I stayed in Washington state for two years, then I transferred to the University of Oregon and moved to Eugene to continue my education path till now.

Yueyuan exploring with her Corgi

Excited to have you here with us! What first brought you to language teaching? To UO?

Since elementary school, English has always appeared on the school curriculum as a mandatory second language course, but I never had much interest in learning English until the summer I went to junior high school. My cram school teacher’s interactive teaching style made me feel the joy of language learning and built up my accomplishment/confidence in learning a language for the first time through the lively and active lessons. After being there, I gradually became more and more interested in language learning. Later, I participated in a summer camp program to visit the United States in high school. We traveled from the east coast to the west coast and lived with a host family in Grants Pass, Oregon, for two weeks. This trip experience let me decide to study abroad and finally applied to UO.

Sometimes a passionate teacher makes all the difference in the world! What have some of your past experiences been with language teaching? Do you have any specifically fond memories?

I have never been out of the school learning environment since kindergarten, so I only have a little experience in language teaching. I can think of the tutoring work that started over a year ago, doing Chinese tutoring in the Chinese flagship at UO. The work of Chinese tutoring also makes me feel more about the joy and charm of sharing the culture of different countries and regions with others in the language teaching/learning process. In addition, this term, I have a Chinese internship at the local Chinese Immersion School in Eugene.

That sounds absolutely wonderful! Now that you’ve been with LTS for a few terms, what has been a highlight for you of the program so far?

The most fulfilling moment is when I see the final projects I have completed after each course, such as the curriculum design, lesson plans, Talking with Ducks teaching, etc. In addition, it is the communication and support with the teachers and students in the program. We are making each other better among our classmates, and I have learned a lot from them, especially their passion and curiosity about languages, about cultures. From the teacher, I feel a deep sense of responsibility, as well as care and encouragement for every student. I have learned a lot from their teaching styles and am constantly looking for my teaching philosophy and style.

Yueyuan leading a small group in Talking with Ducks

And your fellows in the cohort learn a lot from you! What are your future plans when you finish the program?

I have yet to be too precise about my future employment direction, but as far as I have planned it is to find a job as a Chinese language teacher after graduation.

We wish you all the best! Lastly, what is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

I love animals very much, and I once considered going to vet school, but I was persuaded to quit because of chemistry courses, etc. Is the study of animal body language a form of linguistics? Haha, just kidding, I also love to travel and eat. It is my dream to be able to travel around the world with my pets and taste delicious local food after retirement.

April 2, 2023
by LTSblog
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Student spotlight Madi Collins

Post prepared by Emma Synder, current LTS student

It’s Spring in Oregon and that means the sun and hail are taking turns ushering in a new term at UO! Congratulations to our students in LTS on another term finished. We’re ready for another great term to come!

This month’s student spotlight is Madi Collins. Welcome, Madi! Please, tell us a bit about yourself.

Madi working with a small group of English language students

I’m a student in the 15-month LTS program, and I’m set to graduate in August this year! I’ve lived most of my life in Oregon and found my love for language and language learning in high school when I started taking Japanese classes. Since then, I’ve been expanding my own language knowledge by continuing my study of Japanese while also adding some Ichishkíin and Korean to my linguistic repertoire. My main interests outside of working on growing my own understanding of languages and teaching lie in language revitalization, language change and pragmatics.

That is quite an impressive repertoire of languages! Have you always been interested in language learning, then? What brought you to the LTS program? To UO?

Originally, I started at the UO in 2018 and graduated in 2022 with my BA in Linguistics. My experiences in the linguistics department at the UO eventually led me to the Center for Applied Second Language Studies (CASLS) where my passion for curriculum development and effective language pedagogy started to grow. This was also paired with the opportunity that I had to take Ichishkíin classes at the UO which helped me to gain more perspectives into language experiences in our society and further intensified my passion for language pedagogy and creating accessible learning spaces and materials for learners of all languages. The LTS program has provided me with opportunities to dig into these passions and uncover further questions and answers to my ideas and has helped me grow even more in my understanding of pedagogy and appropriate, effective approaches to material development.

Madi leading a session in the Talking with Ducks class

It sounds like you have had some incredible experiences at UO so far! Have you had many past experiences with language teaching? Do you have any especially fond memories?

I honestly don’t have much experience with language teaching, and my first experience happened in the fall term of this program in LT 537! This class was a conversations class that was collaboratively led by LTS and UO undergraduate students at the American English Institute (AEI). Collaborating with my peers on lesson plans and working with all 40 of the students really confirmed my pursuit of language teaching and reassured me that I wanted to continue teaching and engaging with students. We would create conversation topics and games for students to play with the language during class, and these class sessions were really fun for both me as an instructor and participant and the students. This class was overall a very positive experience for both myself and the AEI students, and I think of it very fondly as one of my first teaching experiences.

LT 537 has certainly been a crowd favorite with our cohort, for sure! What have been some other highlights of the program for you?

I think that a highlight of my time within the program so far has been the supportive community within the LTS program. My peers continue to amaze and impress me with the work that we create inside and outside of class, and I really value all of the feedback that I’m able to get from them about my own projects and ideas! So I would say that working with my peers has definitely been a highlight in the program, and it’s so fun watching all of us grow!

The cohort community has certainly been wonderful. Now that you are moving toward the end of your time in the LTS program, what are your plans for the future? How do you hope to work in the teaching field?

Madi holding a plant and giving a thumbs up gesture

Madi shows a green thumb!

Based on my past experiences and experiences within the program, I hope to be able to create accessible language curriculum and materials for learners of any languages, but I am especially interested in creating accessible materials for LCTLs (less commonly taught languages). Online spaces are only continuing to grow in their potential for language learning, and I think that using this space to deliver language resources in culturally appropriate ways would greatly help to support learners of LCTLs and other disadvantaged languages. I hope to be able to use my skills in language teaching, linguistics, and pedagogical theory as a tool of support to communities looking to use online spaces for language learning.

Outside of language learning, I enjoy caring for my houseplants! I started growing a ZZ plant, an umbrella tree and a rhaphidophora tetrasperma in 2020, and while some of these plants have gone to different homes or not made it through the winter, my tetrasperma is now as tall as me! I love taking some time each week to check in on, prune and water my plants, and I love having my plants in my living space! When I find a more permanent place to live I plan on building a greenhouse for even more plants and hopefully some vegetables!

March 2, 2023
by LTSblog
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Global Language Advocacy Day 2023: Language Rights Save Lives

– Post written by Emma Snyder, current LTS student

Winter term is coming to an end and warmer weather is right around the corner! We are sending thoughts and encouragements out to our students as they prepare for finals week. Make sure to rest well and take time to take care of yourself; we know you are all working hard. Today, I have been given the opportunity to spotlight a fantastic holiday, and speak a little bit on how it has impacted me personally, as well as how it can help LTS students in their paths as future educators.

Poster that says Language Rights Save Lives

Poster from https://www.coalitionforlanguagerights.org/

On February 22nd, we celebrated Global Language Advocacy Day, an event organized each year by the Global Coalition for Language Rights (GCLR). The GCLR has been dedicated to their mission of language rights for all people for many years, and are strong advocates for digitally-empowered linguistic rights through the intersection of digital, human, and linguistic rights. UO LTS shares GCLR’s passion for language empowerment, and has had a strong multilingual approach, working to best support multilingual and multicultural language learners towards their language learning goals. UO continues to work to support teachers of minoritized languages, such as indigenous languages in the US. The Yamada Language Center’s Self Study Program is allowing students to learn less commonly taught languages in small, tight-knit classrooms led by native speakers. And the Center for Applied Second Language Studies continues to develop resources and curricula that utilize digital resources in new and innovative ways.

Every year, Global Language Advocacy Day brings together advocates for language rights to spark conversations and raise awareness for language rights. Webinars are hosted, lectures are led, and programs are proposed. This year’s theme was “Language Rights Save Lives.” There were several key events hosted as part of it, including a screening of Breathing Through the Feet – a film created as a response to post-apartheid Johannesburg language ecology– and the 7000 Languages Workshop, which worked with the Indigenous Mapping Collective to show community members how they could create online language learning materials for endangered languages. GCLR also opened a GLAD#23 blog on their website, where people could post their own experiences, observations, and research around language rights, and how language could impact the lives of its speakers.

This concept, that language could be a matter of life and death, has been shown for centuries through the unequal treatment of speakers of non-dominant languages, and through the lack of resources for said speakers that has led to a noticeable disparity in public health. Recently, many groups that may have been unaware, or felt unaffected by such disparity were given an incredibly clear example with the onset of the COVID-19 pandemic. COVID-19 was largely advertised as being an absolutely grueling, but entirely survivable virus for the vast majority of Americans, save a small minority of various high-risk populations. This put many at ease. I was not fortunate to be among the many. As a severely immunocompromised person, COVID-19 was extremely dangerous, potentially life-threatening, and I spent the better part of two years absolutely terrified at the possibility of contracting it. The care, or lack thereof, in the way my friends and family interacted with COVID-19 permanently altered the relationships I had with them.

Language rights are just as important in the classroom setting. COVID-19 was the first time that I found myself within a minoritized population, with resources that were not designed to account for or accommodate me, and public opinion and misinformation that was at times actively harmful. For many, this has been the case for much longer, both inside and outside the classroom. Many languages have been deemed inherently unequal by the cultures and the contexts they exist within, and students are fighting to maintain not only their identities as speakers of multiple languages, but their identities as people of multiple cultures. It is our job as language educators to support them, and be sensitive to the trials that they face inside and outside the classroom. Several myths regarding imagined harm caused by bilingual learning have been empirically proven false. However, to many outside linguistic and language teaching communities, these ideas are still alive and well, and heritage languages are often lost by the third generation. These trends toward language loss can be fought, and UO, GCLR, and others like them have done wonders to bring accessibility and resources to better support those fighting it. And as we look toward you, our future language educators, we cannot wait to watch you take up arms and do the same.

To learn more about the Global Coalition for Language Rights, visit their website at coalitionforlanguagerights.org

February 16, 2023
by LTSblog
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Student spotlight Aissa Canteras

– Post by current LTS student Emma Snyder

It’s been another crazy week of weather in Eugene! Don’t worry friends; winter’s end comes ever nearer, and all of us at LTS are excited to welcome in the spring! We hope you all are looking forward to the end of another productive term, and have made some plans over break to celebrate all your hard work. Today, we are spotlighting Aissa Canteras. Welcome, Aissa! Please, tell us a bit about yourself.

Aissa grabs drinks with friends in LTS

Hello! My name is Aissa, and I’m an international graduate student from Manila, Philippines. I’m taking the 2-year track of the LTS Program, and am currently in my second year. It’s hard to believe how I had a completely different career path many (many) years ago. I graduated with a major in Business Management and took on a corporate job for a couple of years. It was a rewarding experience but it wasn’t the right job for me. Somehow I knew I wanted to teach so I shifted careers and never looked back.

It is always so fascinating to hear how our students have come to join us in the program. We are so glad you are here, and so excited that you have found a home in language teaching. Was there something that first piqued your interest toward teaching? Toward UO?

After my first year of working as a preschool teacher, I went back to school to earn my Masters in Education. Before my graduation, I joined a global internship program where I took a 6-month language teaching internship in Japan. Two months into my stay, the school director shared her plans of launching a bilingual program and offered me a permanent teaching job. I was over the moon! I completed my masters, returned to Japan, and taught in the kindergarten. Because the program was fairly new, I became so invested in finding ways to provide effective and meaningful learning experiences in the classroom. Language also became a huge part in our home because we were learning Japanese and teaching our eldest child Filipino. Over the years, I definitely grew a deeper love for the field.

Aissa celebrating in Japan

After two years, I gave birth to my second child and decided to take a break from teaching. What originally was a one-year teaching hiatus got extended when the world unexpectedly shut down. While on an extended hiatus, I came across the LTS Program. I remember feeling so excited about how it offers the flexibility for students to focus on various languages. And now here I am!

It sounds like you’ve had some truly incredible and rewarding experiences. From your time teaching, are there any moments in particular that stand out? Moments that you feel specifically fond about?

In the Philippines, I tutored school-aged children in Filipino and English. I also briefly taught Japanese ELLs online. Most of my students were adults but had varying proficiency levels so it was a challenge having to constantly adjust based on their needs. In Japan, aside from teaching in the kindergarten (children ages 3-6), I also taught 1st and 2nd graders in English after-school programs. I’m currently a classroom tutor and conversation partner at the AEI, and also a language teacher to my kids at home.

That is wonderful! Now that you’ve been in the program for a bit, what would you say is a highlight of your time here?

I absolutely love being in the classroom! Just the thought of being a student is already a highlight for me. I love how I’m gaining so much inspiration and knowledge from our professors’ different teaching methods and styles, and also from the way they manage classes and find ways to cater to the needs of their students. I’m not only learning about language pedagogy but I’m also learning how to teach. I also have to mention that another highlight is being part of two cohorts. I love the supportive environment and that everyone is helping one another succeed.

Aissa with her family

There truly is a wonderful community to work with and learn from. After you complete your master’s, do you have any plans for your future in teaching?

Aside from teaching, I’m interested in learning more about early dual language learning so I can find ways to promote early bilingualism to Filipino families living in the Philippines or abroad. I hope to develop Filipino language materials, particularly storybooks, and also offer Filipino immersion classes for children. I’m currently designing a curriculum in one of my classes so I’m excited.

That sounds incredibly exciting! Early dual language learning is truly fascinating. Lastly, what is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

I love making things! My most recent project was a colossal squid costume which my son wore last Halloween. Aside from my random projects, I love spending time and traveling with my family.