March 2, 2023
by LTSblog
0 comments

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
0 comments

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.

February 2, 2023
by LTSblog
0 comments

Student Spotlight Arezou Darvishi

– Post by Emma Snyder, LTS student

Welcome back to another student spotlight, everyone! We hope you all have managed to stay warm and cozy during these last few frigid days; spring will return to us soon! Today we are here with our newest addition to the LTS grad cohort, Arezou Darvishi! Welcome, Arezou! Please, tell us a little bit about yourself!

Hello, I am Arezou from Iran. I have studied French translation at the University of Tehran, and I have worked as a web content developer in a language learning company.

Arezou

That sounds absolutely fascinating! It is so interesting to see the leaps and bounds that digital content has made in language learning, especially with the rapid increase of online instruction in the last few years. What first brought you to language teaching? To UO?

I worked as a French content developer in an enterprise where we focused on creating platforms and an application to allow language learners from all around the world to learn languages by following an algorithm. Coming up with new ideas at work, I decided to renew my academic knowledge. Moreover, being a French Teacher at the UO made me interested in the language teaching world, so I made up my mind to join LTS in order to improve my teaching.

Well we are very pleased to have you joining us. You have quite a history of experience with language behind you; do you have any particularly fond memories? Either teaching language or learning it?

One of my most interesting memories about learning English is that I had the worst and the best teacher at the same time. I believe that I am able to speak English now because of her, but looking back to her method, it was one of the most traditional ways of teaching. Luckily, I could learn English in this way, but afterwards I needed to brush up my mind to do away with some of the wrong pronunciations of English she taught me.

It’s always interesting looking back at the experiences you’ve had with past teachers. There are so many things to learn from, both in deciding what to include in your own practice and what you might change or do differently. Now that you are with us, what is something you are looking forward to in the LTS program?

So far, I have enjoyed the LTS classes, as the teachers are well-prepared and we do activities together, which makes us interact more with each other.

There are definitely some fantastic teachers in the LTS program, and some great opportunities for community building as well! Do you have any plans on what you may do after completing the program?

I hope to get a job as a French instructor.

And with that, we wish you bonne chance! Lastly, what is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

Developing a new identity when you teach is interesting for me. I feel I am another person when I teach.

January 17, 2023
by LTSblog
0 comments

Student spotlight Emma Snyder

Happy New Year, everyone, and welcome to 2023! It is time for another student spotlight from our LTS cohort, and it is our pleasure to introduce Emma Snyder, who has normally been the writer of these blogs this year, but this month the tables are turned on her!

Emma returning from the farmer’s market

Hi Emma, could you introduce yourself?

Hello, my name is Emma Snyder, and I am the writer for the LTS blog this year, as well as a graduate student in the intensive Language Teaching Studies master’s program, where I am beginning my third term.

I am an Oregonian born and raised, and grew up in the town of Keizer, before coming to Eugene for university. I completed my undergraduate in linguistics, with a minor in creative writing. I absolutely adore learning languages, and have studied Spanish and Arabic, with hopefully many others to come in the future!

Have languages always been an interest? What brought you to language teaching? To UO?

My comedic answer would be that I was inspired to pursue linguistics because of the movie Atlantis: The Lost Empire. More realistically, looking back, I think that many of my interests all the way back to childhood revolve around language. I’ve always been a big reader and writer, and language feels like such a huge unifying force between people. Linguistics first caught my eye in a freshman interest group revolving around linguistics and psychology that I took my first year at university. I realized I was passionate about teaching after I began to take job and volunteer opportunities to tutor for language learners. UO was originally my choice in undergraduate because I had family that had lived and been raised in Eugene. By the time I was ready to start looking at graduate programs, I loved the city, loved the professors, and loved the friends that I had made.

Speaking of past teaching and tutoring, what have your experiences in language teaching been so far? What is a fond memory that you might have from them?

I have been lucky to have had numerous opportunities when it comes to language teaching and tutoring. I began with volunteering at the nonprofit Paper Airplanes, which works to provide language instruction to people affected by conflict. It was incredibly rewarding work, and the people I met as a part of it were nothing short of inspiring. I have also had the opportunity to lead conversation circles and pronunciation classes for adults and children at El Cultural in Trujillo, Peru. Now, I am a classroom tutor and a conversation partner at the American English Institute at UO. All of my teaching and tutoring opportunities have given me such fantastic experience and insight into my own future teaching strategies, and my life has been so enriched by all of the people that I have met in the process.

Emma helps lead a Halloween class for English language students

Now that you are approaching being halfway through the LTS program, what has been a highlight for you of the program so far?

Last term I was one of the Ducks that helped lead the Talking With Ducks program. Not only did I get more practice in a classroom, but I got to work closely with my peers in brainstorming and developing lesson plans and activities every week. It was absolutely incredible to watch so many talented individuals bring their own strengths and personalities to the class, and I truly feel that I learned and grew so much from being able to watch them and work with them.

Looking forward into the future, how are you hoping to work in the language field after your time here?

This is such a tricky question, and I feel like my answer changes slightly every time that I think about it. I have enjoyed every context and every program that I have had the opportunity to work in. I absolutely love the AEI, and I think that it does incredible things, so I would very much enjoy being able to work with a similar organization. I also have a lot of interest in curriculum design. While I am certainly not opposed to working internationally, I think that there are a lot of language learning needs to be met on the local side of things too!

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

I am a huge hobbyist, and a bit of a jack-of-all-trades. I absolutely love reading and writing, and through the last few years I’ve dabbled in gardening, baking, fiber arts, and a handful of musical instruments, to boot. I love visiting antique shops, and have a bit of a tendency to acquire strange or unique things!

December 21, 2022
by LTSblog
0 comments

Student Spotlight Anna Krinitsyna

– by Emma Snyder, LTS student

December is upon us, and we welcome the intermittent snow, prepare for the holidays, and congratulate UO students on a successful and productive fall term. We hope you all take this time for some well-deserved rest and recharging! Today we are welcoming to the stage another member of the LTS grad cohort for our student interviews.

So happy to have you here with us, Anna, please, tell us a bit about yourself!

Hi, I’m Anna. This is my second year of the LTS two-year schedule, so I’ve taken most of the classes I need to graduate.

Anna at the Tulip Farm

I was born in Ukraine and moved to Oregon at seven years old. I have been in Oregon ever since, except for two years in Russia. I grew up speaking Russian, some Ukrainian, and English. Later, I learned Spanish. I would love to learn several more languages, such as Greek, Arabic, and Hebrew.

You’re on your way to becoming a regular polyglot, then! Have you been interested in languages for a while? What brought you to language teaching? To the UO?

I have been interested in languages and teaching for a long time, but I was not sure exactly what I wanted to do with my interests until I discovered the LTS program at UO. Prior to that, I worked in various medical fields, like optometry and pharmacy. At the same time, I kept coming back to short teaching experiences (mostly volunteering). After a while, I realized that if I keep dabbling in teaching, I must do something with it by finally getting a teaching degree. The LTS program stood out to me because of the flexibility it provides in choosing the language and age we would like to teach. I would like to have the flexibility to teach English, Spanish, and Russian, depending on where I am in life. I would also like to be able to teach both children and adults.

It sounds like you’ve had such an interesting journey prior to joining us; we are excited to have you as part of the program! You spoke of short teaching experiences in the past, could you elaborate more on those? What is a fond memory or two you have of them?

During my undergraduate studies, I was a teacher’s assistant at a preschool. Eventually, I started teaching Spanish to the school-age children there. Before graduating, I completed an internship at an ESL class in a community college. I also taught English for a year to a small group of children in Russia.

My most memorable experience was co-teaching Russian to pre-teen heritage learners at an evening school. These were children who were born to immigrants. The parents, but not the children, were interested in the children learning their heritage language. It was a challenge to motivate the children, as they were more interested in being as “American” as possible. This experience got me thinking about curriculum changes that Russian heritage evening schools could make. At the time, they were teaching from a curriculum intended for monolingual Russian learners. As it turns out, heritage language teaching must be approached differently. Curricula must be developed specifically for the needs of heritage learners.

What an interesting and fulfilling experience that must have been! Supporting heritage learners is certainly important. Now that you are in your second year of the LTS program, what has been a highlight for you of the program so far?

There are so many things I am grateful for in the LTS program, from the director and the professors, to my classmates, to the knowledge I have gained. I am especially thankful for the internship opportunities I have had at CASLS and in RUS 101. The internships have allowed me to try out some of the valuable theories on language teaching and learning that I have learned about in my classes.

Anna and her husband at an Oregon beach

It is wonderful to hear that you have had so many opportunities and positive experiences with the UO. Looking toward the future, how are you hoping to work in the language field after your time here?

One of the reasons I applied to the LTS program was that I was opening a tutoring business and I wanted to provide high-quality language-teaching services. My short-term goal after graduating is to expand my business. Long term, I would like to create online resources and Russian language programs, especially for heritage learners. My very-far-away-in-the-future goal is to teach at a college or a university.

We wish you all the best in your business ventures, and your future teaching career. May both be filled with success! Finally, what is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

I am passionate about helping people with disabilities reach their goals. This might be related to being a teacher, but I do what I can to help people get over hurdles they might be facing. I have been involved in a Slavic special needs group for over 7 years. We organize events, teach weekend classes, help look for resources, and simply make long-lasting friendships.

I also like to explore different hobbies, such as hiking, playing the piano and the harp, painting, organizing, reading, gardening, and watching documentaries.

December 1, 2022
by LTSblog
1 Comment

Program Spotlight: Talking with Ducks

Blog post by Emma Snyder, LTS student

The month is drawing to a close, and it’s time for another spotlight! This time we are looking at one of the teaching practicum opportunities for students in LTS. We turn our focus to the American English Institute (AEI), a provider of English language instruction to our university’s international students, as well as home to the “Talking with Ducks” class.

The Talking with Ducks participants on their last day of the term

“Talking with Ducks” is a conversational elective for international English learners at the AEI that is collaboratively taught by some of the university’s “Ducks”: students in LTS MA program and the Second Language Acquisition and Teaching (SLAT) undergraduate certificate program. Supervised by LTS faculty Dr. Patricia Pashby, this class allows AEI students to practice speaking English with their peers while giving the LTS and SLAT students important time to practice developing classroom materials, leading lessons, and gaining comfort in front of a class. This program is a symbiotic relationship at its finest – wonderfully beneficial to both students seeking to practice their conversational skills and future educators seeking teaching experience.

Four of our current Ducks, LTS graduate students Aissa Canteras, Kaleb Stubbs, Nicolas Vassilenko, and Ryan Wozniak, were happy to share their experiences with the program.

What was your past teaching experience before Talking with Ducks?

Aissa: I was an English teacher in Japan. I taught novice learners, around three to seven years old.

Kaleb: I had teaching experience from interning with CASLS. I mainly had taught students that were from Japan and China

Nicolas: My past teaching experience came from participating in Talking with Ducks in my undergrad years, personal tutoring, and large-scale class assistance. This class has always had a special place in my heart for the genuine connection you make with the students and your peers.

Ryan: Before Talking with Ducks, I had tutoring positions at the University of Montana, and had spent about three years teaching English in Japan.

Nicolas works with a small group

What first interested you in this class?

Aissa: I knew that I would get the chance to put into practice what I have been learning from my previous LT classes!

Kaleb: I wanted to expand on my teaching experience and be able to put ideas into practice. I also tutor at AEI so this was a great opportunity to become more familiar with students and teaching styles that work in the given context.

Nicolas: This sort of class should be implemented in every education-based major. It highlights the importance of collaboration and team building whilst having low-stakes real-world experience teaching. Because I had already taken the course in my undergrad – Linguistics – I did not need to retake it, but it showcases the superb quality of the course that I wanted to re-take it.

Ryan: I had previously thought about working on improving how to create better lesson plans and workshop ideas on what activities I could do in the classroom. This class also gave me the wonderful opportunity to meet new people (now especially being from a different state) and reconnect with the international community in Oregon.

Kaleb, Anthony, and Ryan preparing class

How do you feel Talking with Ducks has benefitted your teaching? What is something that you will take forward into your future classes?

Aissa: With Talking with Ducks I got the chance to work in an entirely different language teaching context and so the experience has definitely broadened my perspective and knowledge about the field. I love how we were able to experiment on various activities and see what works in the classroom. One of my biggest takeaways from this class is the importance of being flexible – sometimes things don’t go as planned and so we need to be capable of making quick changes so we continue to provide the best learning experience for our students.

Kaleb: It was extremely beneficial to my teaching because it gave me the opportunity to develop lesson plans, work on my stage presence, become involved with the community, and to experience personal development and growth.

Nicolas: This experience has benefited my teaching in numerous ways. The main two that come to mind are adaptability and collaboration. Being able to adapt in education is a must because unpredictability can be the name of the game. Some lessons may not go over well – or in the best case, they’re so well-loved that students just want to interact with the activity. Collaboration, I feel, is the lifeblood of any successful lesson. TWD emphasized this by having weekly dry runs of the following week’s lessons to allow collaboration.

Ryan: I think this class has helped me understand that, depending on the type of classroom I will be teaching in and what we would be focusing on, I can finish this semester with the knowledge that I can work with different types of students and ensure that their needs are met when it comes to English.

Aissa decorates a whiteboard for a Halloween lesson

And of course, what were some highlights of your time in the class? Any special moments that you’d like to share?

Aissa: Having the chance to collaborate with my peers is a highlight for me. I love how we got the chance to bounce off ideas every week and learn from one another!

Kaleb: There was something really special about being able to create an activity from scratch and see it come to life in action with people actually enjoying it. For example, the Food Fusion game, where students were able to create their own dishes, ended up being a successful and fun activity for everyone. I would love to be able to apply these activities that were done into future classes.

Nicolas: There are a plethora of gem moments during the TWD course, but the ones that stand out are the blips of time prior to students arriving. I always love the conversations between peers.

Ryan: I really enjoyed TWD Halloween edition, as it was fun to hear everyone’s plans for Halloween and it was amazing to see everyone communicate with each other more and be open and optimistic in the classroom.

The success of this collaboration has not only been felt by the Ducks leading it, but also the international students participating. Nearly every student enrolled at the AEI signed up for the elective this fall term, and many had perfect attendance. Conversation was vibrant and enthusiastic, as students grew in both skill and confidence. Talking with Ducks is a truly wonderful program, and a fantastic opportunity; for both those who would seek it as an international student or as an educator, we highly encourage you getting involved if you have the chance!

November 19, 2022
by LTSblog
0 comments

Student Spotlight Ryan

This month’s student spotlight is on Ryan Wozniak, a new student on in the intensive track of the LTS program. Interview by LTS student Emma Synder.

Ryan with his partner in Japan on their first couples’ date

Winter draws ever nearer, and as we try to fend off the cold, it is time for another LTS student spotlight! Welcome Ryan, please tell us a bit about yourself!

I am a current graduate student on the 15-month track Language Teaching Studies program. I am somewhat from the north and the south if we are being technical. I was born in Fort Worth, Texas and was adopted from there and raised in Missoula, Montana. I am the oldest in my family, and I am most often either the source of comedy or tension reliever, as I try to see the silver lining in a lot of situations. I completed my undergraduate from the University of Montana, earning a BA in Japanese. Before starting school in Eugene, I was previously an assistant language teacher (ALT) in Japan teaching English in Ishikawa prefecture.

That sounds like such an incredible opportunity! How was the experience of teaching in Japan; do you have any particularly fun memories?

Teaching in Japan was one of the greatest experiences I have ever had. When I got accepted into the program and got to my location where I would be working and living, it was on such short notice that I had only a month and a half to say goodbyes and handle things at home before flying off to Ishikawa. I spent three years teaching at elementary and junior high schools, and the staff and the students were wonderful beyond words. Out of the many fond memories I had during my time there, I have two in mind, and will try to keep it brief. With my work/school life, I got to be a part of one of my school’s culture festivals, where I had the honor to announce the opening of the festival and make everyone laugh by being a part of a pirate skit, something I won’t ever forget. The most memorable part of my time there was when I got to meet my partner there, who I got along with very well, fell in love, and proposed to her just last year. I have no doubt that she made my time in Ishikawa more heartfelt and meaningful because of her.

Many congratulations to you and your partner; it sounds like a truly life-changing time. Have you always been interested in language teaching? What brought you to the LTS program? To UO?

My circle of friends from college has primarily been students who were studying abroad or friends who were all in various language programs. After spending time with them, helping them with their English, teaching them about the cultural differences and aspects of the states, and earning opportunities to teach and tutor students and student groups, it really clicked to me how much I enjoyed teaching English to people, and that I was able to learn more about other people’s cultures and languages, especially Japanese. I was brought to the UO as a result of a friend who is currently a PhD student here at the University of Oregon. They were talking to my partner and I while we were in Japan about the various programs they offered, and although I was a bit skeptical in researching, I was floored by the course work, community, and everything that UO had to offer with the LTS program.

Ryan finds a friend

It sounds like a match made in heaven, then! We are certainly glad to have you here; what has been a highlight of your time with the program so far?

The highlight of this program was being able to interact with other students again. Having to be in an area of Japan during COVID was tough, even more so that people were very spread out in the country. Being able to talk to other people, to laugh and make jokes, to discuss experiences in teaching and traveling and living in Oregon, it really highlights the beauty of the program of being a close-knit group of cohorts and professors who all want the best for each other.

Community is most definitely a fantastic benefit of the LTS program. After your time here, how would you hope to work in the field of language teaching in the future?

If all goes well and everything is set into place in the future, I hope to be back in Japan, teaching. After the end of the LTS program, I will try to find work in teaching ESL or beginner’s Japanese in Eugene for a year and then move to Japan to teach English at a university, with potentially applying to some universities there to earn a PhD in an English teaching program.

We wish you the best of luck then, and many safe travels in your future! Finally, what is something outside of language teaching that you are passionate about? A fun fact about yourself that others may not know?

Outside of language learning, I enjoy reading manga (in English and Japanese), watching really good or really cheesy k-dramas, and I proudly state that I am a huge gamer nerd. I love playing all sorts of games on console or PC– I am currently obsessed with Overwatch 2. I also love tabletop board games or RPGs, especially Dungeons and Dragons, which I both am an active player once a week and am a major dice goblin. I like the team building it creates and just having fun playing with people, whether it is in person or online!

November 1, 2022
by LTSblog
0 comments

Student Spotlight: Anthony Delsanter

Post prepared by LTS student Emma Snyder

Hello and welcome, Anthony, to the first of our LTS student spotlights for the year 2022-2023! Thank you for joining us; please tell us a bit about yourself and your background.

I am a graduate student on the 15-month track for the Language Teaching Studies program. Before UO, I double majored in Linguistics and Spanish from Michigan State University and graduated in December 2021. I’m originally from Cleveland, OH.

Anthony leading a group of English learners in the LT 537 “Talking with Ducks” practicum class at the American English Institute at UO

Excited to have you here with us in Oregon! What first brought you to language teaching? To the U of O?

I have always been interested in languages since I was a young kid, however, when it came to actually studying and doing something with language, I didn’t know if I wanted to teach or work somewhere in the government. I had already had some teaching experience due to my internship in 2019 teaching Business English in Buenos Aires, whereas government work would be a new adventure. Eventually I ended up searching for schools that had programs for teaching languages and the rest is history! What drew me to UO in particular was the background each student in the cohort brings to the table in terms of teaching and language experience, as well as the amazing professors and beautiful PNW scenery.

The scenery is definitely a big plus! Now that you’ve gotten your footing in the LTS program, what would you say has been a highlight of the program for you so far?

I would say a highlight of the program so far is being able to design and implement our own lesson plans in LT 537 with the AEI students. So far it has been super fun!

Fantastic to hear that you are enjoying your opportunities to plan and apply lessons. Is this something you look forward to in the future? How do you see yourself interacting with the language teaching field in the future?

In the future, I hope to work abroad teaching English for at least one year before considering PhD programs that focus on language and culture!

It sounds like you have some fascinating travels ahead of you! Finally, what is something outside of LTS that you are passionate about, or a fun fact about yourself that others may not know?

Outside of language teaching, I love doing Brazilian jiu-jitsu and enjoy competing when I have the time!

August 19, 2022
by LTSblog
0 comments

Student spotlight Taysiki Allyson Alvarado

Hello Allyson! You are our final cohort of 2022 student spotlight! Thank you for sharing with us. First, could you introduce yourself?

Ink nash waníksha Taysíki ku suḵaputɨmtki Allyson Alvarado. My name is Taysíki and in English my name is Allyson Alvarado. I am Yakama and I’m from Wapato, Washington.

What has been the focus of your work during the LTS program? What makes this work meaningful to you?

Throughout LTS I have been working with the Ichishkíin language and exploring how best to teach and learn it. At first, I was really focused on incorporating language use and cooking together. Eventually, I came to focus on family language learning and meal-time ended up being a component of that. Family language learning is special to me because I’ve been learning Ichishkíin with my own family, especially my younger siblings so I wanted to create something that would make that easier/accessible for not only myself, but other Ichishkíin learners who want to speak with their families.

You had a very special living arrangement and housemate this year. Could you tell us more about that?

I have been living with Tuxámshish, my elder, my teacher and my inspiration! She has accomplished many things not only for the Ichishkíin language, but just in general! She is 100 years old and an L1 Ichishkíin speaker, she has taught me so much that I’m extremely grateful for. I didn’t grow up with an L1 speaker in my home, so I’m glad that I was able to experience this with her. She has also helped me many times translating my lesson plans, shared a whole bunch of good stories with me, and made me laugh a lot throughout my time here so living with her has been my home away from home.

What are you doing after LTS? Do you think you’ll miss Eugene?

After I graduate, I’ll immediately start preparing to teach Ichishkíin to 5th-8th graders in the district I went to school at! I’m really excited because there has never been a 5th or 6th program for Ichishkíin until now and since I have a lot of flexibility in the curriculum creation, I’m happy I’ll be able to use some of the lessons I’ve created throughout LTS.

I will miss Eugene! This is my 5th year being in this city so it’s emotional to be ending my time here. I’m going to miss food delivery 🙁 and even though I’ve complained many times about my wet socks, I will miss the rain. I do hope to come back for NILI Summer Institute as a chaperone for my future Ichishkíin students who could be possible LTS recruits 👀

What has been most important to you in LTS?

Most important to me in LTS has been the relationships that have come out of it. It takes me a long time to come out of my shell and make friends with people, so when I do make them the relationships are very precious to me 🙂 I’ve learned sooo much from everybody within the program and I just feel very privileged to have learned from everyone’s experience and expertise!

What is a fun fact about you that we may not know?

One fun fact about me is that I weave baskets. I use contemporary materials like yarn and cord to weave traditional Columbia plateau baskets and when I go home, I hope to gather and learn about more traditional materials to make baskets with those. I also love to watch tv!

July 18, 2022
by LTSblog
0 comments

Student spotlight Nicole

Nicole at home in the Bay Area with her dog, Kai (aka Kaibo)

Nicole is our student spotlight this week! She is graduating this August.

Hello Nicole! Tell us a little bit about yourself and how your path brought you to LTS.

¡Hola! I’m Nicole and I’m an out-of-state student from California (go Bay Area!). My path to LTS was a little random, but I’m grateful to be here! In my undergraduate studies, I majored in Education and Psychology with a minor in Spanish, and it wasn’t until my junior year of college that I discovered linguistics. I have always been fascinated by language and how people make meaning, so during my gap year after graduation, I ended up searching for graduate programs related to linguistics. One of my coworkers, who ended up becoming a good friend, told me she was coming back to UO to do the UO Teach program and jokingly we said, “What if we went to the same university for a bit?” Serendipitously, I found the LTS program, was intrigued by the interdisciplinary approach to language offered in the program that also involved pedagogical training, and here I am!

Nicole with her advisor and program director Keli Yerian at the LTS Spring Waffle brunch

What are you working on for your LTS MA project? What inspired you to work on this topic?

For my LTS MA project, I am conducting a research study in the hopes of publishing in the future, and gaining valuable experience that will help me in a future PhD program. My working title is “Who I am before: Chinese adult international adoptees’ orientations toward heritage language learning and their conceptualizations of a genealogical identity.” The inspiration for this work stems from my own identity as a Chinese adoptee whose own relationship with the Chinese language and Chinese identity has been complex. While the idea to conduct research related to adoption had always been in the back of my mind, it wasn’t until a critical conversation with my faculty advisor, Dr. Yerian, that I realized I could do this meaningful work now.

Since December of 2021, I have been working on finding relevant literature to assess what has been studied, creating my own survey and semi-structured interview guide, identifying ways to recruit participants, and am now in the process of analyzing my data. Seeing this research come to fruition has been challenging, but even more so rewarding. I am thankful for the opportunity to work on something so close to my heart with an advisor who is equally invested and supportive.

How would you say your interests and focus have shifted over your time in the program?

Fun fact: I came into this program knowing that I did not want to necessarily be a language teacher. My experience prior to LTS during my gap year working with an organization called City Year greatly influenced this position of mine. I spent the better part of nine months working with a partner teacher and AmeriCorps member serving a class of 30 or so fourth graders on Zoom. As was the case in the 2020-2021 school year, the majority of our time was spent teaching and collaborating virtually. While this experience tested me as an individual in many ways, my most powerful memory involves one student from Guatemala who I worked with to teach him how to read and write in Spanish, his native language. I witnessed firsthand how many schools are not equipped to address the needs of students from underrepresented, under-resourced, and non-English speaking households. My desire to learn more about how to support linguistically diverse students – both in terms of how language is taught and how it is learned – brought me to the LTS program.

Though I still do not picture language teaching as part of my future, I do believe I’ve had a metamorphosis of sorts. This past year and a half, I have had critical conversations about the cultural value associated with certain languages and language varieties and have taken advantage of numerous opportunities to practice and refine the skill of crafting a coherent, engaging lesson plan. I have been inspired by my cohort members and their own passions, which in turn have given me courage and reassurance that research matters most when it’s intentional, personal, and impactful. I am walking away as a more confident curriculum designer, researcher, and learner.

Nicole at the UO Graduate Research Forum in May 2022 – her poster won first prize!

You were a Graduate Employee during this last academic year. Can you tell us what you did and what you got out of those experiences?

Yes! I am ever appreciative of the opportunity to serve as a GE throughout my time here at UO. I served as both a Discussion Leader and a Grader for LING 144 Learning How to Learn Languages and LING 150 Structure of English words, respectively. In fall term, I worked with Professor Harinder for LING 144, creatively designing activities and learning experiences that would allow for students to connect class content to their personal lives. Professor Harinder was very open to collaboration and feedback, and I treasure the mentorship I received while working with her, especially as this was my first GE assignment. In winter term, I worked with Dr. Doris Payne as a grader for LING 150 which offered both an online and in-person option to 250+ students. I helped with scoring different writing assignments and giving feedback on what to improve. This GE position showed me more of the behind the scenes of how larger classes are managed, delivered, and assessed. Finally, in spring term, I was able to once again work with the LING 144 class, but this time with Dr. Keli Yerian. Due to my strong foundational experience helping with LING 144 in the fall with Professor Harinder, as well as the knowledge and skills I gained in the Curriculum Design course from winter term, my spring term as a GE was more hands-on. This time around, I was intricately involved in the re-imagining, structuring, and delivery of the course. Dr. Yerian was also very open to collaborating with me, and even permitted me to deliver a guest lecture on Metacognition one week. In addition to leading two discussion sections, I was grading assignments and giving detailed feedback, designing whole class activities, tracking attendance and late work, and updating/managing various Canvas sites for the course. The mentorship from working so closely with Dr. Yerian was invaluable to my growth as an educator and designer of learning experiences. Moreover, each GE experience brought along new students to meet and new stories to learn, and I am so thankful for all of my students who graciously put up with my antics.

What tips do you have for LTS students take advantage of at UO, in Eugene, or in Oregon generally while they are here?

Most of the LTS 2021-2022 cohort at a small potluck hosted at Holly’s. (Back row, left to right: Risa, Niki, Anne, Miranda, Aurélie, & Allyson; Front row, left to right: Holly, Ailsa, Aleya, Mathilde, & Nicole)

Something I wish I had done more of was connecting with my cohort earlier on. Of course, this past year was rather unique as we were phasing back into in-person classes after the height of the pandemic, so COVID-19 impacted our ability to socialize. As I’m now able to hang out more with different cohort members and do non-related school things like exploring Eugene (aka mostly finding good spots to eat), I recognize the importance of establishing a supporti

ve network and reaching out to others. As a newbie to Oregon, as well, it’s been good for my mental, social, and emotional health to make memories here in Eugene with people who are in the same program as me. So, even if you’re an introvert like me, find your community and find some friends to go out and get some fresh air – or pizza!

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

The first Hydro Flask that Nicole painted, taken in front of the Toy Story themed restaurant in Disneyland to match the little alien on the flask

Fun fact #2: I recently got into painting, maybe in 2020 during the pandemic, and it originally started as a way for me to save up money to study abroad! I really love painting cartoon characters, since realism is not a forte of mine. This picture to the side is of the first Hydro Flask I painted for a friend, who commissioned it for her boyfriend who was a big fan of Toy Story. Since that first one, I’ve painted more custom Hydro Flasks, some shoes, as well as AirPods cases. From a Minnie Mouse/Raiders theme to a Dumbo inspired Speech Therapy theme – my favorite part of painting customs is the creative process of seeing how different pieces could fit together, kind of like lesson planning! I look forward to having some downtime after the program to continue to work on my craft and get to painting!