LTS

Language Teaching Studies Blog Site at the University of Oregon

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 😉

 

September 20, 2017
by LTSblog
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Keli Yerian off to France for Fall/Winter Sabbatical

A post from the LTS ‘Directors’ 2017-18, Keli Yerian and Trish Pashby

From Keli: As all LTS students this year know, I am on sabbatical for 7 months Fall and Winter terms. I am spending Fall in Aix en Provence, France, and Winter back in Eugene.

One of the streets I often walk down in Aix.

After seven years of being LTS Director year-round, I must admit I am happy to get a breather from administration to focus on research and writing (not to mention the wine and food). I’m also happy to be in the L2 (second language speaker) seat again. It’s important for language teachers and teacher educators to remember what it is like to live in a second language; it’s exciting but definitely frustrating and discouraging at times. It’s all part of the language learning cycle.

I have been fortunate that a scholar I met last year at a gesture conference in Paris, Marion Tellier,

The view out my window of the famous cathedral St. Sauveur and behind it, the St. Victoire mountain, painted often by Cézanne.

has welcomed me to the University of Aix-Marseille/Laboratoire Parole et Langage as a visiting scholar to look at data together and start a collaborative project. Both of us are interested in gesture and language pedagogy, specifically in how to think about the use of gesture and the body in language teacher education. She is in fact the co-author of an edited book on the topic already (the only such book I know of). She also co-directs and teaches in the MA program in teaching French as a Foreign/Second Language at the university, so we have many experiences in common.

My goals while I am here are:

My abstract in French – no google translation involved, but a bit of editing from Marion certainly helped. LTS alumni certainly know about editing…

  1. To get a project started with Marion using our similar data from our respective programs. We are presenting a poster at a local professional gathering later this month, and planning to collect more teaching data in her program over the next few months.
  2. To make significant progress on writing up another gesture manuscript (which I’ll be presenting this month at a colloquium at LPL).
  3. To work towards professional-level fluency in French. I am getting plenty of practice towards this!

My biggest challenge here is that I miss my family. I will not see them in person for three months. But the end of the year will arrive soon, I know. Have a wonderful Fall and Winter terms, LTS! You are in excellent hands with Trish Pashby as Acting Director.

From Trish:  I am thrilled for Keli that she is able to take advantage of this exciting professional opportunity in France and am also excited that I get a chance to serve again as director of the LTS program while Keli is away. I was director of the program once before (2007-2010) and since then have been teaching at least two courses per year in the program and participating as an MA project advisor, among other faculty duties. I look forward to additional contact with current students (teaching the orientation course; meeting to discussing course schedules, internships and other opportunities; facilitating various stages of MA projects) as well as interacting with future ones. This term, I will have open office hours in Straub 167 every Monday, Wednesday and Thursday from 12:00-2:00 and will be available other days/times by appointment.

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.

August 4, 2017
by LTSblog
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Introducing our new Graduate Coordinator Anna Hults!

Anna Hults is the new undergraduate and graduate coordinator in the Department of Linguistics. She knows the University of Oregon well, loves languages, and has a strong creative streak, as you’ll see in her blog post. We are really happy to have her join our Department. Next time you are in Straub, be sure to introduce yourself to her!

 

Could you tell us a little bit about yourself?

I was born & grew up in Salem, just an hour north of here. I attended the University as an undergraduate and a BFA student in photography. With the exception of my year abroad at the Université de Poitiers, I have lived in Eugene for 25 years. I live with one kitty cat who has a very long name.

I like to read, travel, learn languages, sew, play with fluff (see below), garden, pet all the animals.

You ran your own business for some time – could you tell us about that?

I have been engaging in the fiber arts pretty heavily for the last 5 years. When the owner of my favorite LYS (local yarn store) was planning to retire a few years ago, I decided to take over the shop. The focus of the shop was hand-dyed small batch yarn. There is a burgeoning indie-dyeing scene right now.

In addition to that, I had been running a small design consulting business for the last 5 years. Very busy! I learned a lot about what it really takes to run a successful business, and I am glad to be reducing my weekly workload by 25 or so hours!

Now when I do fiber things, it’s for fun, not business related. My favorite thing to do is spin yarn on a spinning wheel. I also dye, knit, crochet and weave. I currently have at least 4 full sheep fleeces I need to process for spinning.

  

What attracted you to this position in the Linguistics Department specifically?

At University I studied Linguistics, as well as multiple languages. I don’t think I would have applied for this position in another department. I was hoping to hear shop talk in the halls, and I have not been disappointed. I love hearing so many different languages being spoken, both those I can understand and those I cannot.

What do you look forward to most in this position?

Helping students achieve their goals.

I’m very happy to be back on campus. There are trees and buildings here with whom I have 25 years of history, and it delights me every time I walk by.

July 28, 2017
by gkm
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Student Spotlight – Adam Li

Student Spotlight – Adam Li

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

Hello, my name is Adam (天天). I come from a small city with over 2,500 years of history – Kaifeng, China.

Becoming a foreign language teacher has always been a dream I am enthusiastic about. Before coming to the US, I got my bachelor’s degree in Teaching Korean as a Foreign Language in South Korea. After graduation, I did different types of jobs including Chinese teacher in a Korean academy and liaison of international affairs in a Chinese college.

You are also completing a degree with the East Asian Languages and Literatures department. Can you tell us about what brought you to the LTS program?

I started my studies at the U of O in 2015, with my first major Korean Linguistics. Knowing that I have interests in language teaching, my advisor Professor Lucien Brown suggested me taking classes in the LTS program in order to fulfill my graduate requirements. However, what I learned from the first course – Curriculum and Teaching Material Development was way beyond my expectation. Realizing the tight connection between my first major department and LTS, I went on taking more courses in both programs. In summer 2016, with the help of the program director Professor Yerian, I got accepted by LTS as a concurrent degree student. Courses I took in the LTS program have strongly helped me to achieve my career goal. Those courses refreshed my mind with teaching methodologies, second language learning theories and other skills that I hadn’t thought about or been aware of.

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

This summer, I am going to finish the draft of my Master’s Project for LTS. This research report shows evidence that what affects the judgement on accentedness of second language learners from Korean native speakers are the errors in applying “pitch pattern” of phrases.

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

In addition to my studies, I am also enjoying a couple of opportunities to apply the skills I have learned from the classes. During weekdays, I teach beginner level Korean as a Graduate Teaching Fellow. The class consists not only American students but also a large portion of international students who are also interested in Korean language and culture. Every Friday afternoon, I meet kids in the Edison Elementary school for a Chinese Language and Culture Club. This after-school club offers Grade 3-5 kids the chance to experience very authentic Chinese culture as well as tons of fun games. In both classes I feel rewarded for seeing students loving the activities I design and the language and culture I share with them.

 

July 21, 2017
by gkm
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Student Spotlight – Iryna Zagoruyko

Student Spotlight – Iryna Zagoruyko

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

My name is Iryna Zagoruyko and I am originally from Ukraine. I moved to the U.S. 5 years ago. I got my first Master’s degree in Business Administration in Ukraine. After graduation, I worked as a manager of foreign economic relations at the Korean International Company in the capital of Ukraine, Kyiv. Also, in Ukraine I worked as an Interpreter of English for foreign economic delegations. After I moved to the U.S., I worked as a student specialist in the ESL Department at Lane Community College in Eugene. After that, I did my second Master’s degree with the Russian, East European, and Eurasian Studies Department at UO, simultaneously teaching first- and second-year Russian courses as a GE for two years (2014-2016). Being a Russian GE really changed my life goals: I understood that language teaching is my passion and decided to receive more knowledge on that. Now I am a graduate student at the LTS program of the Linguistics Department of the UO, and plan to receive my third Masters’ degree in language teaching this Summer.

This year was quite intense for me. Juggling being a graduate student in the intense LTS program, working at CASLS, and having a small baby (who was born three weeks after I started the LTS program) was quite a challenge. I did not manage to have a lot of free time for hobbies or interests and had to plan smartly to balance all aspects of my life. But every spare minute I have I try to spend with family: my baby and my husband. We really enjoy hiking together, going to the coast in Florence, and just being together at home.

Could you tell us more about your GE position at UO?

This year I was a graduate employee (GE) at CASLS (Center for Applied Second Language Studies) at UO. I worked on the Russian version of CASLS’ Bridging Project, a year-long hybrid course centered on exploring student identities. This project encourages students with high levels of proficiency, especially heritage students and those who graduate from immersion programs, to continue language study at the college level, which has become increasingly more challenging. CASLS is a great environment where people support and value each other. It was a big honor for me to work in such a highly-valued and highly-recognized National Foreign Language Resource Centers as CASLS. I truly believe that work which is done at CASLS will improve teaching and learning of world languages.

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

My master’s project is called “Marching to Different Drummers: Differentiated Instruction for Teaching Mixed Classes of Heritage and Non-Heritage Learners of Russian with Motivation in Mind.” The motivation for this project is to offer language teachers access to the concepts of differentiated instruction, and strategies for applying it to their specific teaching context – mixed/homogeneous classes of heritage and non-heritage learners of Russian of novice to intermediate levels of proficiency.

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

Probably, that we, LTS students, are all in a perfect place to gain very valuable knowledge on teaching which we can later apply in our lives. Professors in the LTS program possess extremely high levels of expertise in language teaching and offer us great support. Being a part of a single cohort of LTS students who are taking the same classes and doing the same projects together is really fun.

July 11, 2017
by LTSblog
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Alumni Spotlight Sarah Murphy

Sarah Murphy with graduates from her Informatica English class

Sarah Murphy graduated from LTS in 2015 and traveled straight to a position she found as an English Professor in Mexico. Her MA Project was ‘An Open Educational Resources Portfolio for Adult Education ESL’.

Where are you working now and what are you teaching?

I’m working at the Universidad de la Sierra Sur in the southern state of Oaxaca, Mexico. Mexican college students are required to complete a foreign language requirement in order to graduate, so I teach a variety of college level EFL classes.

What do you like best about what you do?

I love this job. It’s not without its challenges. Oaxaca is the poorest state in Mexico, and it can really be a hustle to make things work well. Having said that, I love my work. Our students come from tiny pueblos all over the state. More than 80% of them are first generation university attendees here on scholarship. It means a lot to me to work with these determined young people who are making this massive life change and socioeconomic leap. It’s just exciting to be a part of what they’re doing.

Additionally, the students bring me salsa made from flying ants, so my life is not dull.

What is something you learned while in LTS that you use in your teaching now?

Everything! I mean it. From writing exams to structuring classes and designing curriculum, I’ve used it all so far. I can’t think of any course that hasn’t been useful to me.

Maybe the most valuable skill I learned was how to grow a language learning course based on the needs of the learner (thank you, Keli!). Since entering the world of EFL, I’ve worked with many seasoned profs who were just never exposed to the process of designing courses based on a needs analysis or problematizing a context to exploit its specific advantages and tackle those inevitable obstacles. I am so grateful to have been trained in context-specific instruction and course design. It has informed every good decision I’ve made as a teacher.

Sarah with her enfermerfia English class graduates

Looking back, what advice would you give to current or future LTS students?

Well, I would say that you just never know what skills you’ll need to use in your future contexts, so absorb as much as you can.

I also think that transition from grad school to actual instruction can be a little awkward for some new teachers, so I can offer my perspective on being a newbie. There are no ideal contexts out there! New teachers can be really keen to affect positive change, and that’s as it should be. But listening and learning is also an important part of the first years of teaching (or just teaching in a new context). The LTS gives grads an amazing toolbox; teaching is about learning how to apply them well.

Don’t rush the process. Experiment and pay attention to what works for you and what doesn’t. Collaborate with other teachers and participate in observations as much as possible. I’m such a different teacher than I thought I’d be, and that’s a good thing!

July 7, 2017
by gkm
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Professional Development with the International Association for Language Learning Technology

Becky and Jeff at the banquet dinner and awards ceremony.

In addition to the many internship opportunities available to LTS students, there are also many opportunities for professional development in the field of language teaching! In March, several LTS students attended the 2017 TESOL Convention in Seattle, Washington, which was a great opportunity for them to learn new ideas from experienced teachers in the field. Becky Lawrence (2017 cohort) presented at TESOL Electronic Village, which was an amazing opportunity for her to share what she has been working on in the LTS program with other teachers.

Becky also accompanied LTS faculty and Yamada Language Center director, Jeff Magoto, to the biennial 2017 International Association for Language Learning Technology (IALLT) conference held at Concordia College in Moorhead, Minnesota this past June. Jeff, also a longtime IALLT member, gave presentations about the Yamada Language Center and ANVILL. Becky gave a presentation about her MA project, which was great practice for the final MA presentations coming up in August.

Fun fact! The 2019 IALLT Conference will be held in our very own American English Institute at the University of Oregon, hosted by Jeff Magoto himself! Because technology in language teaching is such a crucial part of the LTS program, IALLT is a great organization for LTS students. They provide a lot of support and opportunities for graduate students and new teachers to present at conferences and publish in their journals. The IALLT organization is very warm and welcoming. Despite not knowing anyone besides Jeff upon arriving, Becky left the conference with many new friends!

For graduate students interested in attending IALLT conferences, IALLT also offers a $500 Ursula Williams Graduate Student Conference Grant to help pay for costs such as registration and housing. Becky was a recipient of this grant for the 2017 conference, and plans to stay involved in the organization to support graduate students in the future!

TESOL and IALLT are just two of the organizations that LTS students can become a part of, whether to attend, present, or publish.

To learn more about TESOL, visit http://www.tesol.org/

To learn more about IALLT, visit https://iallt.org/

Several of the graduate students who attended IALLT with Dr. Amanda Romjue (center), a 2015 Ursula Williams Grant recipient and current graduate student mentor.

June 30, 2017
by gkm
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Student Spotlight – Jiyoon Lee

Student Spotlight – Jiyoon Lee

Tell us about yourself! Where are you from? What work have you done? Any hobbies?

I was born in Cheongju, South Korea, but when it was time to go to university, I moved to Seoul, and I lived there for almost ten years. I majored in Korean language and literature and journalism, and in my last year of university, I got the Korean language teaching version of a TEFL certificate at another university. After graduation, I started working teaching both Korean and English to speakers of other languages at a community welfare center and an NGO. I also worked in program administration managing language classes and tests at a university and at a couple foreign resource centers for the city of Seoul. During that time, I met my husband Chris, and we decided to move to America and apply for graduate schools. We spent almost nine months in Denver, Colorado before coming here to Eugene.

I have quite a few hobbies. I really enjoy going to see movies in the theater. My favorite movies are horror movies and thrillers like the Korean movie The Wailing(곡성) or the original Texas Chainsaw Massacre, but I like romantic comedies too. I also like baking and cooking. I always find baking to be a good stress relief when school gets too stressful. Recently, I’ve also started gardening. This is the second year in a row that we planted a vegetable garden in our backyard. I’m surprised how well we can grow tomatoes and other vegetables in our garden.

 

What was your experience being a Graduate Employee for the Korean department at the UO like?

Being a GE at UO was a great experience. This was the first time that I was able to teach Korean outside of Korea, so working with the undergraduate students was a lot of fun. But, I have to say that being a student and a teacher at the same time is pretty challenging. I think the biggest challenge was adapting to a new student culture. To be honest, it was a bit intimidating at first. However, if I look back at my experience, I can see how the LTS program helped me improve my teaching ability and build my confidence over the two terms I was a GE. I learned a lot about second language teaching in my LTS courses, and I was able to use that information to help improve my teaching. Also, the cohort and the faculty from both the LTS, and East Asian Languages and Literatures departments were really supportive and they gave me some good advice for some of the challenges I had while teaching. I still see my former students around campus or in Eugene, and they always politely say “hi (안녕하세요)” to me by bowing and speaking in Korean. I’m always impressed by their correct honorific usage and culturally appropriate behavior, so I can tell that they had a good GE teacher. 😉 I’m looking forward to teaching them in second year Korean this fall.

 

Could you tell us a little bit about what you are focusing on for your Master’s project?

Actually, I’m pretty busy right now because I’m working on both my MA project and a publication with Dr. Brown in the EALL department about Korean speech-style use in the marketplace. Luckily, I’ve been able to focus a lot of my LTS coursework on my MA project.

For my MA project, I’m designing a Korean as a second language course for English-speaking husbands of Koreans living in Korea. When I got married to Chris, I saw that the language that he was learning in the textbook and in his Korean academy wasn’t really helping him communicate with my family or to perform daily tasks in Korean society. I belong to a forum of Korean women who are married to foreign spouses, and they often say similar things about their husbands. So, I found a need, and I’m designing my project to fulfill the need of teaching functional survival language skills and sociocultural competence for English-speaking husbands of Koreans. It’s a lot of fun to think about new ways to help the husbands learn about Korean family communication using problem-based learning.

 

What is the most valuable thing you have learned since joining the LTS program?

I can’t really say that something is the most valuable because I’ve learned a lot of valuable things in this program. Of course I’ve learned a lot of practical aspects about teaching language and about developing assessments and language courses, but I’ve also learned a lot about the purpose of a cohort. I wasn’t familiar with the cohort system until I came to UO, but I think the cohort is a really amazing thing because everyone is very supportive of each other. I’m pretty shy and introverted in general, but I’m amazed at how many people help me by giving me feedback on projects or assignments, or when I give presentations. Their support has helped me to build confidence in myself as a non-native English-speaking graduate student. Graduate school is hard, and I think it’s even harder as an international student because of the linguistic and cultural differences, especially for someone who hasn’t had experience studying in an English-speaking university like me. However, just by being in classes with the cohort makes me feel like we are all in it together, and it helps to motivate me to continue to work hard in my studies. Also, the faculty has all been really kind and helpful, and I value how much they have supported my development as a Korean teacher, and in helping me find opportunities.

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