LTS

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!

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!

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!

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!