LTS

Language Teaching Studies Blog Site at the University of Oregon

April 20, 2018
by zachp
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Student Spotlight: Zach Patrick-Riley

It is my pleasure to introduce you to 2017-18 LTS student Zach Patrick-Riley.

Zach enjoying the Alaskan summer.

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

Hi! Oi! Hola! My name is Zach Patrick-Riley and I am originally from Anchorage, Alaska. I did my undergrad at Lawrence University in Appleton, Wisconsin (Go Pack Go!) and while there I discovered the joy of traveling when I studied abroad in London, England. Since that first time abroad, 2008, I have been to 38 countries around the world. People often ask what my favorite place is and it’s an impossible question… with that being said, Brazil is like a second home to me.

Zach representing the Pernambuco, Brazil state flag.

Zach enjoying a waterfall up close at Foz de Iguazu, Brazil.

Halfway through my senior year of college, I was still deciding what to do after graduation. Fortuitously, I attended a weekend workshop that my university put on about diversity on campus. The first night I was quite tired, but I saw a group of students sitting by a fire. I decided it was as good a time as any to branch out and meet some new people. Thankfully I did because I soon started talking to a student from Northeast Brazil, Gustavo. We got along right away and he asked me what my plans were for after graduation. Long story short, he put me in touch with the owner of a school in Brazil, Junior, who invited me to come teach there after graduation. At the time, I didn’t really know anything about Brazil but it seemed like quite the adventure (I didn’t even speak any Portuguese!).

Zach with a couple Brazilian students and Pikachu.

Zach with a group of teachers/friends he trained in Brazil.

I was quite nervous before the first class and wasn’t sure if I would even enjoy teaching. That all changed the minute class started. Do you know those moments in life where something just feels right? Well that’s how I felt about teaching. On that very first day, the energy in the classroom spoke to me on such a deep level and it has continued to do so ever since.

After spending six months teaching in Brazil, I returned to Alaska and from 2010-2014 I did a combination of substitute teaching and working in the art department on various commercials and movies (e.g. Big Miracle). I loved the flexibility that the jobs provided as I could work hard for a bit and then go travel to different parts of the world. In 2014, I decided to commit even more to language teaching and got my CELTA (a TESOL teaching certificate) before returning to Brazil to teach/do teacher training for 2015-2016. My second time over there just reaffirmed my love for language teaching and Brazil.

Zach at a farewell party with his fellow teacher friends in Caruaru, Brazil.

Quite the story! Was your journey to LTS as serendipitous?

Zach hiking with LTS friends Alexis and Lee.

It’s quite the story as well, but to sum it up: After returning from 2.5 years working and traveling in South America, I went to the 2017 International TESOL conference in Seattle. During the conference it became apparent that in order to get the kind of premium jobs I wanted, a Master’s degree was essential. Right after that realization, I attended a workshop and met a graduate student in the LTS program, Devon Hughes.

She spoke highly of the program and mentioned that the director of the program, Dr. Keli Yerian, was actually downstairs. I didn’t want to impose, but am glad I got past that because talking with Keli and other LTS faculty and students who were there inspired me to apply. I got my application ready as soon as the conference ended and now here I am one year later.

So how has the LTS experience been for you?

The experience has been life-changing to say the least, both personally and professionally. Succeeding academically in this program has meant the world to me on a personal level and really built up a lot of academic confidence that before was lacking. Everything we learn in the program directly benefits our future teaching endeavors. It is very hands-on so you get to mould your learning to suit your individual interests.

Zach doing a workshop on VR/AR and language learning which fellow LTS friend Logan Matz seems to be enjoying.

For me, what really makes LTS special is the community with the cohort and the professors. Everyone is so supportive and encouraging, while also making sure we each achieve our maximum potential. The professors treat us with kindness and respect, valuing and encouraging our contributions in the classroom. The professors always take the time to talk to students after class. I am forever grateful for the guidance I have received from my fellow cohort members and professors, as well as the smiles and laughter.

I know you work as a GE (graduate employee) at CASLS. What has that been like?

I know it sounds cliché, but CASLS has been life-changing as well. Just like the LTS community, what really makes CASLS so special is the energy. Every day I am inspired by the collaborative and innovative values to which CASLS subscribes. I have the supreme pleasure of working with LTS faculty member Dr. Julie Sykes, who has shifted the way I see communication due to pragmatics, and Stephanie Knight, who has greatly enhanced my efficacy with curriculum design and article writing. The superlatives continue as the rest of the people at the CASLS office are equally amazing and brighten my every day, even in the most stressful of times.

Zach with CASLS colleagues enjoying Halloween.

In terms of projects, there have been quite a few I’ve worked on. The biggest one is LingroToGo, a new Spanish language learning mobile application that promotes authentic language use, and dynamic game-based language learning. For this app, I have created a number of the animated videos, some video scripts, and done quality assurance testing. It is fantastic to be even a small part of a resource that, in my opinion, exemplifies the direction quality language teaching is heading.

Another project is writing articles for the online language learning newsletter Intercom, which offers cutting-edge research and ready-made classroom activities. This experience has allowed me to author publications that reach thousands of national and international educators.

During Winter term, I also worked with a group of visiting Japanese students from Nagoya, University, and as always, it reaffirmed just how wonderful it is to be in the classroom. I love that I get to be an integral part in the planning and implementation of all kinds of cool programs.

Zach doing a workshop on pragmatics with students from Nagoya University.

It sounds like it! Last question, are you excited to have started working on your final MA project?

I am indeed. It is a little daunting as time is flying by and we will be presenting before we know it… but when you love what you are studying/working on, it makes it fun and exciting.  My project involves pragmatics, pronunciation, and individualized learner instruction.

Any final thoughts?

Sim (yes in Brazilian Portuguese). The world responds when you take chances and put yourself out there. I was nervous before I talked to Gustavo at that workshop, or when I talked to Devon and subsequently Keli at the TESOL conference, and I was even nervous about applying to grad school and CASLS. As you read, they all ended up being positive life changing experiences and make me fill-up with emotion just thinking about them. Often the most rewarding experiences are intimidating at first, but just believe in yourself and you will end up in the most wonderful of places, like the LTS program.

Zach at the summit of Rainbow Mountain in Peru.

Thanks so much for taking the time for this interview! Best of luck in your completion of the program.

March 18, 2018
by Trish Pashby
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Alumni Spotlight: Li-Hsien Yang

Li-Hsien Yang graduated from the LTS Program with her MA in 2011. Since then, she has had a very interesting career in language teaching. We asked her to share some highlights.

Li-Hsien with Black Egg Hello Kitty at Hakone

What have you been doing since graduating?
I started my journey as a Chinese Flagship GTF (I believe they call it GE now). I started at the Center for Applied Second Language Studies (CASLS) in 2010 as an LTS student, and I have been working at CASLS ever since (I signed my contract in the morning of my Terminal Project presentation day). What could a be better surprise than an actual employment contract? I began my first official job title as a Chinese curricula assistant. I worked with the curriculum team for various online Chinese learning projects, Chinese assessment item writing, and grading. Gradually, my role shifted toward working with specific international students. Currently I work with partners overseas to do customized programs for international students. I develop programs from 3 weeks to 10 months long with integration of intercultural experiences, place-based theme module learning about global issues, language pedagogy and American education systems. Every year, I have about 70 students on campus or in the community for various purposes.

Li-Hsien (front, left) and 3-Week Oregon Experience Program for Nagoya University and Meiji Gakuin University students

What jobs or activities in the field of language teaching have been most interesting for you?
I love my current job. I am able to develop a program from a program design prospective, but I also get to do the nitty gritty logistics such as course syllabi design, lesson plans and both summative and formative assessments. I am always stimulated by my students’ enthusiastic positive energy and beautiful smiles. This is the most rewarding part in the world languages field, to work with international students. I love to try new ideas on my students and this has been very fun and full of surprises.

Farewell Party with Oregon International Internship Program student interns, principals, mentor teachers and host families

What advice do you have for new language teachers?
Self-care is essential!
There is no perfect lesson plan.
Be flexible.

Is there anything else you’d like to share with us?
I have been getting more interested in gardening, and I have started planning what to plant this year. Also, I enjoy trying different cuisines and having great conversations with diverse people.

Li-Hsien (center) with Oregon Experience colleagues Isabelle Sackville-West (Linguistics Dept undergraduate student) and Zach Patrick-Riley (current LTS student)

Thank you, Li-Hsien! We wish you much continued success in the field of language teaching–and a great garden this year!

February 24, 2018
by zachp
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Student Spotlight: Logan Matz (2017-2018)

It is my pleasure to introduce you to 2017-2018 LTS MA student Logan Matz!

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

Logan and Polly

Oh gosh. My love for language really started growing up around a bunch of different, really robust immigrant communities. So everywhere I went, I heard more than just English being spoken, and I thought that was pretty neat! I got my undergraduate degree in linguistics from Western Washington University in Bellingham, WA, so the move to Oregon wasn’t really too far. I’m a quarter Hungarian (sziasztok!) and the bulk of my extra-continental travel has been to Denmark. I also really enjoy anything related to bikes and dogs. Cooking and hiking are up there as well, although cleaning up afterward is something I struggle with…

Have you been enjoying the LTS program so far?

Logan on his bike

I’ve been enjoying it a lot! It’s great having such a small cohort because it really allows you to work closely with your fellow students and get a lot out of professors because of the small class sizes. I also really like the balance between scaffolded assistance from faculty and dedicated “struggle time”; I think it fosters a sense of independence that’s important to have as a teacher combined with the knowledge that although I can work well on my own, I don’t have to, and there are TONS of resources, people and otherwise, at my disposal to help me learn and create the best project I can.

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

In undergrad, I knew I really wanted to teach. But I also knew that I would need to learn how to teach first. I applied for the program knowing that I didn’t have any language teaching experience, and I’m so pleased to have taken the practicum class with Laura Holland– what a fun formative entry into the world of teaching! I’m really looking forward to developing pragmatics-related curricula, although I still have a lot to learn.

And I know you have two internships this term–Harrisburg and CASLS. How have those been going?

Logan teaching Adult Basic Skills in Harrisburg through Linn-Benton Community College

Harrisburg is great. I’m volunteering with Amy Griffin (LTS alum!), who’s teaching an Adult Basic Skills Community English Language Acquisition course through Linn-Benton Community College, and although I helped out once a week last quarter, I made it official this quarter and I’m teaching twice a week now. The class size and proficiency distribution means that there’s a beginner group and an intermediate group, and I’m very grateful to Amy for letting me swap between groups during the week. I work with the beginners on Tuesdays, and then Thursdays work with the intermediate group. Of course, I couldn’t do it without Amy, who’s putting in twice the work by writing both her own lesson plan and a lesson plan for me to follow. All I have to do is drive north, show up, and teach!

Logan monitoring Adult Basic Skills students

It’s a fantastic experience, and I couldn’t ask for a better on-the-ground teaching practice opportunity. The students are all great fun to work with, and I’m continuously impressed with how much effort they put into a two-hour class, at the end of a long workday, with families waiting at home. Amy’s lesson plans are always great, and I’m allowed to put my own spin on them when I see the chance to. I need to mock up a class schedule for Spring, but I’d love to go back and help again next quarter!

My internship at CASLS has been super rewarding. It’s great working with such a cool team, and of course it’s awesome to have my own desk! I was worried when I first started, knowing that Julie has a very hands-off managerial approach; but it’s been plenty easy to check in with her when necessary, and the rest of the team is super accessible for any questions or help I might need. My first project was working on a set of lessons for Games2Teach for the game Papers, Please, which is a super fun puzzle game that just so happens to naturally brim with pragmatic goodies. I’m all done with the rough drafts, and I’m just awaiting some feedback now. While that finishes up, I’m starting to work on cleaning up another existing CASLS project, called the Place- and Experience-Based Database for Language Learning (PEBLL). Basically, it just needs a little TLC to make sure current entries are up-to-date before more are added. I also get to attend the weekly curriculum meetings, which have been super fun and useful for developing my curriculum designer’s intuition. It’s also so inspiring to hear everyone throwing ideas around!

Any final thoughts?

Mmm…nope!

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

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

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

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

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

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

What about the pragmatic component of it?

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

And there’s video too?

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

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

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

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

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

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

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

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

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

 

 

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

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.

April 10, 2017
by LTSblog
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Faculty Post Keli Yerian

InterCom is a weekly customizable newsletter provided free to Language Educators through CASLS. LTS students, alumni, and faculty often contribute to it. This week LTS Director Keli Yerian has contributed to InterCom, and it is reposted here. Subscribe to InterCom here! http://caslsintercom.uoregon.edu/

Connecting Input and Output through Interaction

Keli Yerian directs the Language Teaching Specialization program at the University of Oregon. Her research interests are in language and interaction, most specifically in the use of gesture in both L1 and L2 speakers, as well as language teacher education, including the goals and experiences of L2 speakers in language teacher education programs.

Peek inside one language classroom. Here we see students using actions and brief responses to show they are following the teacher’s story. Peek inside another. Here we see students repeating after the teacher to show they can accurately (re)produce the target sounds and structures.

In the first classroom, the teacher is using comprehension-based instruction, with a focus on helping students acquire language through carefully structured input. In the second classroom, the teacher is using production-based instruction, with a focus on helping students acquire language through repeated spoken practice.

What do these classrooms have in common?

If these two classrooms always look like this, every day, all year, we might say the common point is that they both tip dangerously to only one side of the spectrum of teacher beliefs and practices regarding instructed language learning. On one end of the spectrum is the belief that language acquisition requires the exclusive ingredient of comprehensible input. Indeed, comprehension-based instruction is strongly supported by some research (e.g. following Van Patten, 2007) that shows that structured input (input that compels learners to focus on form in order to access meaning) can lead to improved proficiency not only in comprehension but in production as well.

On the other end of the spectrum is the claim that a skill will only be acquired if it is directly practiced multiple times (see DeKeyser, 2007). While the direct practice claim has been less supported by research, studies do show that language acquisition may remain incomplete without the opportunity to ‘notice the gap’ between one’s own production and the target forms. Importantly, this benefit appears only when production involves meaningful exchanges that allow for the noticing and mediation of forms (e.g. see Swain, 2000).

From this perspective, what both classrooms may be missing is the key element of meaningful interaction. Many current scholars argue that interaction connects the dots between the essential benefits of comprehensible input and the visible advantages of “pushed output.”

However, it is never a good idea to judge a language classroom from just a moment of peeking in. A good language classroom will reveal, over time, a rich range of coherent practices, and include varied opportunities for learners to process authentic and structured input, meet the challenge of crafting output, and negotiate meaning with peers, texts, the teacher, and the wider community.

Maybe, if we peeked into these same classrooms some minutes later, or on another day, we would see something else entirely. A peek into the first may reveal students producing posters to present to their peers, and a peek into the second may show students immersed in extensive reading groups. In this case, our answer to the question above is turned on its head: what both classrooms have in common is the commitment to providing students with a full range of input, interaction, and output – all key ingredients for a ‘balanced meal’ in instructed language learning.

References
DeKeyser, R. (2007). Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. New York, Cambridge University Press.
Swain M.  (2000). The output hypothesis and beyond: mediating acquisition through collaborative learning. In H. Byrnes (ed.) Advanced Language Learning: The Contributions of Halliday and Vygotsky. London: Continuum.
Van Patten, B. (2007). Input processing in adult second language acquisition. In B. VanPatten and J. Williams (eds.) Theories in Second Language Acquisition (pp. 115-35). Mahwah, NJ: Lawrence Erlbaum.
Citation for InterCom:
Yerian, K. (2017, April 10). Connecting Input and Output through Interaction. CASLS InterCom. Available from http://caslsintercom.uoregon.edu/content/searchContent

February 15, 2017
by gkm
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Student Spotlight – Becky Lawrence

Tell us a little bit about yourself!

I’m originally from Louisiana, but I’ve lived about half of my life in Oregon. I’m definitely a fan of the cold and rain over the heat! I received my bachelor’s from Western Oregon University where I double majored in English Linguistics with TEFL certification, and Spanish Linguistics. In my spare time, I love spending time with my 5-year-old daughter, watching anime, singing, and writing.

Tell us about the work you do in the LTS program and at the University of Oregon in general. What kind of internships have you done?

I began the LTS program in Summer 2015 and although I had planned to graduate in one year and begin teaching immediately, I decided to take two years to complete the program instead so that I could take advantage of the many opportunities the LTS program has to offer.

During my time in LTS, I have done internships at CASLS (Center for Applied Second Language Studies), AEI (American English Institute), LCC (Lane Community College), and an internship abroad at TIU (Tokyo International University). I’ve also worked at AEI as a Conversation Partner/Help Desk Tutor and Activities Lead, CAPS (Center for Asian and Pacific Studies) as an English Tutor for the Shanghai Xian Dai architect exchange program, Mills International Center as the English Conversation Circle Lead, and CASLS as a Spanish Assessment Rater. There are so many opportunities to gain experience in both campus jobs and internships that really help to grow your CV!

I’ve also taken advantage of the many professional development opportunities present for LTS students. I presented my project research at the 2016 UO Grad Forum, which gave me the chance to present my work in a professional setting in front of other graduate students and faculty from departments across the university. I hope to present again this year as well because it was such a great experience. I also got the chance to present my research in an AEI Professional Development Friday poster session for AEI faculty. Outside of the university, I will be presenting at two big conferences. In March, I will present at the 2017 International TESOL Convention in the Electronic Village in Seattle, WA, and in June, I will present at the 2017 IALLT (International Association for Language Learning Technology) in Moorhead, MN.

Since you’re on the two-year plan, you’ve had a head start on your MA project. Would you tell us a bit about that?

When I first entered the LTS program, I had no idea what I wanted to do for my MA project. I’ve always been interested in creative writing, and I write fiction as a hobby, but I didn’t think that it would be something I could focus on. I thought that I should focus on something more typical like grammar or pronunciation; however, I was wrong! That’s one of the great things about LTS. You can really tailor your MA project to focus on what you’re passionate about, so long as there’s a need and a relevant connection to language teaching. For me, creative writing is a way to express yourself, create new worlds and characters that you wish existed, or to escape from reality every once in a while. So, I decided to focus on designing a creative writing English course. However, after doing a few internships at CASLS (Center for Applied Second Language Studies) where much of the focus is on the intersection between gaming and language learning, I was inspired to design a creative writing course where students create a playable narrative-based game using ARIS, an open-source platform for creating mobile games and interactive stories. The focus of my project is on multi-literacies development using ARIS in a creative writing classroom. I’m really excited to hopefully teach this course in the future.

November 23, 2016
by gkm
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Student Spotlight: Dan White

10609432_10206962125785413_1985016490970727243_nTell us about yourself. Where are you from? Where have you worked? Any hobbies?

My name is Dan White, and I was born and raised in Portland, OR, USA. I definitely fall under the “nontraditional student” category. Out of high school, I worked random customer service jobs, until, one day I realized I was not living up to my potential. I decided, on a whim, to join the military. I joined the US Army as an ammunition specialist and shipped off to basic training in 2006. The Army had me all over the US as well as spending a year in Korea and nine months in Iraq. I finished my contract with the Army and started school at the University of Oregon in 2010. I received my BA in Linguistics in 2013.

I had applied for the LTS program for the fall of 2013, but I decided to pursue some work experience by heading off to Korea to teach English. This was my second stint in Korea, but my first was spent with the U.S. Army, so I did not really get a chance to fully enjoy my time. The second time, I focused on learning the language and culture and truly experiencing every part of Korea. I made lifelong friends, and started a new hobby that is now a major part of my life: solving Rubik’s Cubes competitively.   I started learning as a way to pass time, but I soon realized that I had an aptitude and passion for these puzzles. I incorporated them into my English classroom, and I used my after-school classes (where the curriculum was entirely up to me) to teach Rubik’s Cubes to my students. I used English to teach them how to solve the puzzle. This has become a vital part of my teaching methodology. I truly believe the best way to learn a language is not to focus on the language itself, but to focus on completing a task that is of particular interest to you. Then you are not learning the language simply to learn it, you are learning an entirely new skill and the language is simply the medium you are using to acquire that skill.

After three years in Korea, I recently came back to the United States in September of 2016, and I started in the LTS program in the Fall of 2016. I am still adapting to living in the United States again, and I am very excited to continue pursuing my education. I love teaching, and I want to do everything I can to become the best language teacher that I can.

You had an internship opportunity to work with students from Saint Gabriel’s College in Bangkok, Thailand. What was that like?

I had a wonderful opportunity to work with a group of high school students from Thailand. I could immediately tell that they were very special. I taught them over the course of two weeks. Rather than focusing on language courses, I taught them cultural courses. I had a lesson on comedy and a lesson on expectations vs. reality. Their trip culminated in a presentation to LTS students in Dr. Trish Pashby’s “Teaching Culture and Literature” class. Prior to the actual presentation, we had a practice presentation. The students did well, but I gave them a lot of feedback. Their English was fine, but they needed to work on their presentation skills. They primarily lacked in smooth transitions from speaker to speaker and visually-appealing slides. The difference between their practice presentations and the presentations given in class was night and day. I was so proud to see the way they took my advice to heart and poured everything they had into their presentations. It was one of the most rewarding experiences that I’ve had as a teacher.

Talk to us about working with the Fulbright Scholars.

Mixed in among our LTS students in various classes are some amazing minds from across the world. We are lucky enough to share our Literature and Culture class with four Fulbright Scholars. Fulbright Scholars work on special scholarships to study in the United States while also teaching their native language and culture. The four we have are from Kenya, Pakistan, Vietnam, and Thailand.

I had the opportunity to select some students for a lesson demonstration in my Multiliteracies course. I decided to invite all four of them, although I only needed to demonstrate my lesson for two students. All four showed up, and I taught them a lesson on American comedy. We discussed different comedy styles, I showed them various examples of American comedy. We also analyzed a specific comedy sketch, looking at various elements (camera angles, music changes, language choices) and discussed how they added to the comedic element of the video. Then they attempted to create their own comedic sketch.

The lesson was very challenging, but the Fulbright scholars were more than up for the task. I was very impressed with how patient and receptive they were to my lesson. I think teachers make very good students as they know the challenges that a fellow teacher faces, and I was definitely lucky to have them in my class. I also felt that they benefited a lot from this lesson as comedy is an extremely difficult topic to understand for second-language learners as there are both linguistic and cultural hurdles. Overall it was a great experience with them.

You’re also an intern with CASLS, right? What can you tell us about that?

I am currently working as an intern with the Games2Teach project of the CASLS (Center for Applied Second Language Studies) program. My job is to play commercial video games and assess how they can be used by language teachers to facilitate language learning. I look at both language and cultural aspects of these games that could benefit students. I assess the age appropriateness, language difficulty, and overall genre of the games. This experience has been very rewarding, as my master’s project will be focused on developing a language teaching game template that teachers can adapt to their lessons. I have found many elements from the games that I have tested that I would love to incorporate into my own game.

Last but not least, tell us about the Cubing Club!

The UO Cubing Club did not exist, so I decided to go through the steps to start it. Students need hobbies to pass the time, and cubing is a great one. I love teaching people how to solve the cube. I get to see the excitement on their faces when they are finally able to make the last turn that solves the cube. It is a lot like the joy I get in seeing my language-learning students progress. We also help people who can already solve to transition into competitive solving. They can learn larger cubes (4×4, 5×5, etc), or they can add new tricks to the normal 3×3 (blindfolded solving, one-handed solving, etc). Meeting with the club is a great stress reliever for me. I hope the club continues to grow throughout my time here at UO. If you are interested in joining, look up “UO Cubing Club” on OrgSync!

July 6, 2016
by Annelise Marshall
2 Comments

Student Spotlight: Keisuke

CIMG2416Keisuke Musashino, a native of Chiba, Japan, has taught Japanese immersion classes at Mt. Tabor Middle School in Portland since 1998. Prior to finding his place in Portland, Keisuke spent a year in Tennessee as a student on a study abroad program and three years in Georgia as a student. Having been a duck since last June, he enjoys everything the “tracktown” offers and spending time in the library.

 

Why did you choose to come to the LTS program?

The short answer is that I felt that I needed to study more about teaching language. Here is a longer version: when I was invited to be an intern at Mt. Tabor in 1997, I had no training in teaching the Japanese language. A short teacher training course over the summer before starting my internship and the internship experience itself really got my feet wet for teaching, and it did not take much time for me to realize the different culture of teaching and learning in the US, and complexity of teaching Japanese to middle school immersion students. Furthermore, being a classroom teacher at a public school gives you a whole lot of responsibility in and outside of classroom. So, I learned many things the hard way.

At my school, my colleague and I worked for several years to create a curriculum for each grade level emphasizing both Social Studies content and Japanese language. My responsibility is teaching the language (including grammar), mostly through thematic units. Without extensive knowledge about the Japanese language and how to teach it, I have basically taught myself how to do it using whatever resources available. That ignited my desire to go back to school, so I decided to take a leave of absence for a year. As I started looking for institutions, I thought about the U of O based on the location and knowing that they take a leadership role in teaching languages with CASLS. Then I ran into the LTS website and was really intrigued with what the program would offer. After communicating with Keli by e-mail, I was convinced that the LTS program would give me the best learning opportunity. Plus, I could get to live in Eugene for a year! So, it was an easy choice for me.

What advice would you give to other experienced teachers who are interested in the LTS program?

There are so many good things about this program. First of all, I think this is a rare program that has a really good balance between theory and practice, and even teachers with years of experience will be able to learn a lot from each class the program offers. In addition to the core classes such as lesson planning, curriculum design and assessment design, students can also take some elective classes based on their needs. For example, I took classes about discipline management, Japanese pedagogical grammar and another pedagogy class specifically for East Asian languages. They are all important for me as a teacher who teaches middle school Japanese immersion classes. Also, if you have teaching experience, you can really reflect on your past teaching practices with what you learned in class and share your experience with your classmates who are just entering the profession. Also, I should note that the program can be completed in five terms (starting in the summer term and ending in the summer term in the following year) – that was another reason why I chose the program. I felt I could get the most out of my year-long study leave. Oh, one more thing – this is a wonderful learning community with caring professors and energetic/fun classmates! I feel I am fortunate to be able to get to know them, study with them, socialize with them and run with them (please see the post about LTSEOTT – LTS Eye of the Tiger – on this blog!). I would honestly say my passion for teaching is even stronger now.

What is your MA project on?

The student body in the Japanese immersion program has become more linguistically diverse, and the class size has also become larger (typical for public schools, I guess). Besides, teaching middle school students is sometimes challenging. They are somewhere between children and adults, are usually honest, but very self-conscious, and have different interests and learning styles. With all those elements, I struggled with reaching all the students last year and keeping them motivated. That experience inspired me to investigate challenges specifically in the middle school immersion context, L2 identity, motivation and differentiated instruction. Based on the findings, I would like to create examples of teaching materials for my class that I can use when I go back to my school after finishing the program.

What are you most looking forward to in your remaining time in the program?

I cannot believe there is only one term left. While I really enjoyed all the classes I took in the last four terms and the experience of working with students in the second-year Japanese students as a GTF for the Fall and Winter term, I am most definitely excited about giving my full attention to my final project this summer. Also, as I only have a week until I go back to my school after graduating in August, I look forward to enjoying the summer weather in Eugene, being outside whenever I can, hanging out with my wonderful classmates and just having fun.

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