LTS

Language Teaching Specialization Blog Site at the University of Oregon

June 9, 2017
by gkm
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2016-2017 LTS Fulbright Scholars Spotlight

Student Spotlight – 2016-2017 Fulbright Scholars

From Left to Right: Duong Hong Anh, Kainat Shaikh, Irene Njenga, Suparada Eak-in

This end-of-term Student Spotlight is a special “goodbye” to our dear friends, colleagues, and classmates from the Fulbright Foreign Language Teaching Assistant Program. The Yamada Language Center at the University of Oregon has hosted these four lovely language teachers throughout the 2016-2017 school year, and the LTS cohort has had the wonderful opportunity to study along side them in the various Language Teaching courses they participated in. The YLC has been proud to welcome the FLTA’s without whom 4 of the 8 Self Study Program languages would not be available to the UO students and community. Now that Spring term is over, each scholar will soon be heading back to her home country, and the LTS program would like to recognize and remember the wonderful experiences we got to share with them!

Tell us about yourselves! Where are you from? What kind of work have you done? Any hobbies?

Anh: 

I am Anh Duong. I come from Hanoi, the capital city of Vietnam. I am an English instructor at the University of Languages and International Studies back in my home country. I was granted the Fulbright scholarship last year and came to UO to study and work as an FLTA. About my personal life; I love music, movies, traveling, reading, and taking pictures. Since I came here, I have taken up cubing, basketball, and playing the guitar as my new hobbies.

Kainat:

I am from Hyderabad, Sindh, Pakistan. I work at the National University of Modern Languages (NUML), so currently I am on leave as I am availing the Fulbright Fellowship. I teach graduates and undergraduates majoring in English Literature and Linguistics. I like reading books, and writing critical reviews. I enjoy traveling, especially to the places which have had a rich history.

Irene:

My name is Irene Njenga, and I am from the central region of Kenya. I have a Bachelor’s Degree in Linguistics and a Master’s in Education, both from the University of Nairobi. Before coming to UO, I had worked in two places. My first job was at Dadaab Refugee Camp (Kenya) as the officer in-charge of the Accelerated Learning Program, and my second job was as an English teacher at Mukurwe High School (Kenya). I enjoy traveling and socializing with people from different cultures because it opens my mind to new ways of thinking and stimulates my creative problem-solving skills. I also enjoy swimming, cooking, reading novels, listening to music and watching movies.

Suparada:

My name is Suparada Eak-in. I am from Thailand. Back in Thailand, I worked as a lecturer of English in the Department of English and as a Deputy Director of the International Office at Mahanakorn University of Technology. My specialization is Teaching English as a Foreign Language and Teaching English for Specific Purposes. I taught EAP and ESP to non-English majors including Engineering, IT and Business students. In my free time, I like learning new languages, doing art and working out. Now, I am learning four languages: Korean, Japanese, Chinese and Vietnamese by myself. I also draw and take pictures. My favorite exercises are jogging, Thai boxing and yoga.

Tell us about teaching at the UO as an FLTA! What is that like?

Anh:

One of my key missions in the US is to teach Vietnamese to both students at UO and community members at the YLC. I appreciate the chance to teach my native language and share Vietnamese culture with American people as well as heritage students. Thanks to the Self Study Program at YLC, with small-size classes but extensive interaction with students, I have precious opportunities to listen to many individual stories, enabling better understanding of American culture as well as my own culture.

Kainat:

The YLC is the place to grow professionally, interdependently and culturally. I never taught Hindi/Urdu before coming to US, though it is the national language of Pakistan. I, being a native speaker, learned a lot about my culture, language and country by staying oceans away and that’s not only remarkable but a kind of liberating feeling.

Although I have been teaching for one year before becoming part of YLC, participating in the program has provided me an insight to see language teaching not as a way to show how languages are different from one another, but as a platform to let me explore how languages all around the world are spoken in their natural, cultural and raw forms. So, in order to completely imbibe in this language teaching experience, I myself decided to learn a new language. I attended classes of Turkish. New language gives a new lens to view the world. As such it may seem that speaking different languages actually makes us different from one another but actually learning a new language makes one feel connected to the wider community which is not one’s own. In one place, where creating borders may divide us, but learning new languages can unite us, this is my takeaway from YLC.

Irene:

Swahili is one of the easiest languages to learn! Although a biased view, it is true that Swahili is not a tonal language, has a fixed stress pattern, and words are spelled exactly how they are pronounced i.e. no silent letters! Teaching Swahili at the UO has been very rewarding. It has also been a great opportunity to interact with new cultures and incorporate Swahili culture into language teaching. I believe that my students enjoyed the lessons and gained competence in using the language. This has also helped me refine my teaching skills and familiarity with using the communicative approach in teaching grammar. I never discussed grammar in a tabular form and very rarely used grammar technical terminology.

Suparada:

Teaching Thai at YLC is different from teaching English at my university in Thailand. Firstly, YLC classes are small with no more than fifteen students. This provides me the opportunity to get to know my students more so I can facilitate their language learning more properly. Moreover, YLC offers the Self Study Program which places emphasis on the students’ needs. The challenge is to compromise/balance students’ individual needs and prepare the lessons to serve their needs efficiently. Lecture-based and commercial textbooks seem not to correspond with YLC students’ learning styles and goals. Thus, I mainly implemented a theme-based method in my classes. I set the themes according to the students’ needs and designed interactive activities to engage students in learning. I found that the students enjoyed learning and improved their skills proficiently.

What classes did you take during your time at UO? Did you have any other projects that you worked on? What was the most valuable thing you’ve gained from your experience here?

Anh:

Apart from teaching Vietnamese, I also attended some classes, two of which were Teaching English Culture and Literature, and Testing and Assessment in the LTS Program. The most significant thing I took from these classes is the inspiration from my professors and classmates. I especially enjoy the lively and thought-provoking discussions with different points of view and practical projects in teaching that will benefit my own teaching in the future.

Kainat:

I enrolled myself in three courses, one course per term. My grant with Fulbright ensures that I grow strong academically by taking the classes that can serve my long term goals. Therefore, I took classes in LTS all three terms; Teaching Culture & Literature in Language Classrooms, Teaching Pronunciation, & Teaching and Assessment. My time with LTS cohort is worth treasuring as I met intelligent and creative people from various parts of the world.

I am also part of International Cultural Service Program (ICSP). I presented all around Eugene in different high schools, facility centers, care systems, and at UO as well, as the cultural ambassador of Pakistan.

From my entire year at UO, the most valuable asset that I have gained is to challenge the limits, and to outrun them.

Irene:

I took classes in Language Teaching and International Studies. I worked on various projects like incorporating literature into English language teaching, education and culture in Kenya, as well as creating direct types of assessment. The most valuable thing I have gained is that language teaching can be fun. I have learned how to use different scaffolding activities in teaching language, classroom management techniques, key assessment principles, and skills in creating and/or adopting assessment tools and procedures for the language classroom.

Suparada:

I took two classes in LTS and one class in Linguistics. The classes in both programs provided me knowledge that I can apply in my teaching career. My favorite class was Teaching Pronunciation, which I took last term. I like this class most because I did not only learn the contents but also had opportunities to practice. Besides, I like observing the techniques that Dr. Patricia Pashby used in class. I found those techniques useful and worked well with my students.

Apart from teaching and learning, I worked as a cultural ambassador in the ICSP at UO. I presented Thailand and Thai culture to school students and senior communities in Eugene. It is a great opportunity to meet and talk with local people outside of the university and have productive cultural exchanges.

Any plans for the future, or final thoughts you would like to share?

Anh:

My gratitude goes to the Fulbright program for giving me a chance to come to the US, meet amazing people, and share my story.

Kainat:

When I go back to Pakistan, I will resume my teaching, but there will be entirely different teaching methodologies. I will be working on making classes more student-centered where students should take responsibility of their learning. I learned a lot about testing and assessment this last term, and it has completely changed my perception towards language teaching. I am really looking forward to using the new teaching and testing trends which can ensure learning for not just a fleeting moment but for a life-time.

Irene leaves us with her favorite quote:

“If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.” Martin Luther King Jr.

I believe that despite the obstacles we face when pursuing our dreams, we should always be focused and keep working to realize them.

Suparada:

All of these experiences make me eager to go back and share them with my colleagues and students back home. I also want to better develop teaching methodology and education in my home country.

Safe travels home!

 

 

 

 

May 19, 2017
by gkm
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Student Spotlight – Joliene Adams

Student Spotlight – Joliene Adams

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

I hail from Portland, Oregon but enjoyed a well-spent six years in Boulder, Colorado during which I completed an M.A. in Comparative Literature. I have worked as a Spanish-English bilingual legal assistant for an immigration attorney, coffee slinger, mentor to at-risk Bolivian youth, aerobics instructor at a home for the elderly in Cuba, writing tutor, and freelance editor.

My hobbies include playing Lt. Commander Geordi La Forge in Eugene’s local Trek Theatre, rock climbing, laughing wildly, and going to fellow LTS-er Dan White’s UO Rubik’s Cube club.

Tell us about your work with NILI and learning Ichishkíin!

Far more than a hobby has been my involvement with the Northwest Indian Language Institute (NILI) at the University of Oregon and learning the PCNW language Ichishkíin. It has been and is a privilege to both collaborate there and learn the language. While 25 languages were once spoken in Oregon and 25 in Washington, only one indigenous language class is available at UO. However, NILI supports many Native community members in their efforts towards self-determination and language revitalization. Collaborating there, through internships (from archiving Klamath-Modoc materials to creating mini-lessons for our Ichishkíin classroom), being an Ichishkíin student, and volunteering at the annual two-week Summer Institute has meant supporting those efforts.

Tell us a little bit about your Master’s project!

During the Summer Institute, teacher training happens for Native community members, as well as curriculum and materials development and other educational related endeavors in classrooms and events. I have participated in Lushootseed classrooms and mapping workshops. The latter led by LTS instructor and NILI Associate Director of Educational Technology Robert Elliott; my own final MA project has morphed into a relatedly inspired project with him as my advisor. I will be using ideas ranging from paper map creation to cyber-cartography to adapt existing Ichishkíin materials into new ones. This both fulfills the mission of creating new materials for language use in the spirit of the Ichishkíin classes I have taken, as well as repurposing existing materials that contain indispensable language knowledge provided by first speakers. These materials will be either teacher created, designed to be student created, or teacher created yet student manipulated.

What is the most valuable thing about the LTS program for you up until this point?

These NILI & Ichishkíin based experiences have blended richly, poignantly, and distinctively with my other work during the LTS program (including an internship at the American English Institute), as many of the pedagogical circumstances are unique and require accordingly unique approaches and considerations. This is where place-related learning and everyday-relevant language learning became fulcrum to my internal gravitation towards effective, hands-on, collaborative, experiential, and multidisciplinary educational frameworks and experiences.

For me, the most valuable part of LTS has been precisely this co-habitation of the typical program route and my experiences with NILI. I am deeply grateful for both.

April 21, 2017
by gkm
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Student Spotlight: Aska Okamoto

Student Spotlight: Aska Okamoto

  • Tell us about yourself! Where are you from? What kind of experiences have you had at UO? Any hobbies?

I am from Tokyo, Japan. I have lived in Eugene, Oregon for about 7 years. I graduated from Tokyo Woman’s Christian University and got an English teacher’s license in Japan, but I did not want to be an English teacher who doesn’t speak English fluently. This made me come to the States seven years ago. I graduated from the University of Oregon in 2016 with a Linguistics major and a Dance minor, and I worked at the Japanese Immersion Elementary School in Eugene as a Bilingual Educational Assistant in my last academic year. I helped students in both English and Japanese classes. I also did private tutoring with some students from 1st to 5th grades. That tutoring experience was completely different than the assistant position at the elementary school. I learned about time-management and project-based teaching, and I could create some materials and activities based on each student’s motivation for learning Japanese.

I like dancing. When I was an undergraduate student, I was in some faculty/student concerts put on by the Dance Department. I used to practice ballet a lot, but now I like modern dance more because I met some great modern dance teachers here at UO. I love singing and listening to music. When I feel stressed during midterms or finals week, I sing aloud and that makes me feel better.

  • You’re the leader for the Japanese Language Circle. Can you share with us what that’s like?

Even though my focus is “teaching English,” I am still interested in and working on teaching Japanese also because of my previous experience in the field. From Fall term 2016, I have been a leader of the Japanese Language Circle at the Mills International Center. Both Japanese learners and native Japanese speaking students come to this circle and every week we have different people. It is not a class or anything, but certain people come every week and we are building a new community. We mostly have conversations. As a leader, I pick some random topics for each week, such as current events, Japanese or American culture differences and similarities, and new terms or trends both in Japan and in the States. I do not know how other languages run the circles, but I decided to make slides and set some target topics because our circle is sometimes quite big. If you are interested in the Japanese Language Circle, please go check this website!

https://sites.google.com/site/japanesecircle201617/

  • What is the topic of your Master’s project? Can you tell us about it?

My Master’s Project is titled “The Effective Usages of L1 with a Plurilingual Approach in Content and Language Integrated Learning (CLIL) in Junior High English Curriculum in Japan”. By 2020, Japan will implement a major reform of the English education curriculum in junior and senior high schools in which English classes will be taught as “English only” in response to globalization. It is the government’s decision but teachers are seeking more effective ways to transition to only English use in the classroom. I am exploring the benefits of using the first language, in this case Japanese, in English as a Foreign Language classrooms, especially with novice learners. My Master’s Project is a research-based teaching portfolio that illustrates options for how teachers and students can use Japanese effectively to transition to an English-only CLIL classroom. I would propose some solutions for this new approach of English Education in Japan.

  • What is the most valuable thing that you have learned/done in the LTS program?

Since I got the Second Language Acquisition Teaching (SLAT) certificate when I was in undergrad, I had a flexible schedule in Fall and Winter terms, so I was able to take some classes from the EALL (East Asian Language and Literature) department. I have learned Japanese pedagogical phonetics, and Japanese and Korean syntax. They were phenomenal experiences for me because even though I had some Japanese linguistics courses in Japan, it was completely different than the ones offered in the States. My target learners share the first language, in this case Japanese, so it was good to see Japanese linguistics from different angles.

Another thing that I really like about this LTS program is that we have a cohort system. That makes me feel like I am a part of the LTS program. Every student has completely different and unique learning and teaching experiences. All the feedback and comments that I get in class (sometimes outside of class also!) are very precious and always making my rigid way of thinking more flexible. In our community, we’ve been building up our relationships since last Fall term (some are from last Summer term), so I feel comfortable to give and receive positive suggestions and feedback.

March 16, 2017
by gkm
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Student Spotlight – Valeria Ochoa

Tell us about yourself! Where are you from? Where have you studied? Any hobbies?

I was originally born in S. Lake Tahoe, California but have spent most of my life in Las Vegas, NV. To stay close to home, I decided to attend the University of Nevada-Las Vegas. I got my B.A. in Romance Languages (French and Spanish). During my undergraduate degree, I had the opportunity to study abroad in Pau, France and Heredia, Costa Rica. Both of these experiences studying abroad have helped to shape who I am now and fuel my love of language learning/teaching. It also helps that I love to travel (hard to find a language teacher that doesn’t), and I sincerely enjoy meeting people from different backgrounds. One more fun fact about myself is that I love watching/playing soccer. Go FCB!

You’re a GE for the Romance Languages department. What is that like?

Yes, for the past two terms I have taught first-year intensive Spanish. This course is intensive in that the students have already had at least two years of Spanish learning experience, so the class moves through the units quicker than if it were a class of true beginners. This upcoming term I am going to be teaching Spanish 203, so it will be interesting to see how much the learners are expected to know from the end of first year until this point. I look forward to being pleasantly surprised.

Teaching Spanish here at the UO has been insightful, but honestly quite exhausting at times. Balancing your personal needs and the needs of your students can get pretty tricky, but when you see how much your students are progressing, it makes the whole thing worthwhile. Teaching while doing LTS at the same time is not for the weak-hearted; however, I do think it serves as an invaluable experience in which you can directly apply what you are learning in LTS to a real class.

Can you tell us a little about the ideas for your Master’s project?

My master’s project is going to be a teaching portfolio for Spanish Heritage Language Learners (SHLLs). I am currently looking into creating activities that integrate service-learning, since heritage learners often report learning their heritage language for the purpose of connecting to their family members and their communities. As a SHLL myself, this project is especially important to me because I want to create a teaching portfolio that not only promotes language proficiency and community engagement, but that encourages heritage learners to value the knowledge they already have as rich and important. So far it has been extremely interesting and kind of fun to research these topics. I cannot wait to start the process of actually creating the activities!

Can you tell us a little bit about why you chose the LTS program? What are you looking forward to doing in your remaining time in the program?

Unfortunately, UNLV does not have a Linguistics department, and I was set on doing something related to linguistics for graduate school, so that meant I had to start looking for a place that suited me. Lucky for me, while searching through program after program, I ended up meeting my now fellow cohort companion, Becky Lawrence, on Facebook through mutual interests. After she explained that everything she was learning was directly applicable to real language teaching situations, I was convinced LTS was the place for me. I have not regretted my decision since. Many of my peers in other departments often tell me how they wish they would have done LTS rather than what they are doing. It feels good to know that I am in the right place.

One thing I am looking forward to doing is starting the process of collecting information from heritage learners and teachers for my master’s project. I want to know what they enjoy and do not enjoy about their SHL classes. I want to find ways to satisfy the needs of these learners, since we know their needs are different from that of L2 learners. It should hopefully be an enlightening and satisfying process.

 

Video Blog Update!

Valeria returns to update us on her GE experience, switching from teaching 1st-year Spanish to leading the 2nd-year course. She also shares with us how her project focus has evolved since joining the Master’s project class this Spring term!

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.

February 1, 2017
by gkm
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Student Spotlight – Lin Zhu

Tell us about yourself. What do you study? What kind of work have you done? Any hobbies?

Ni hao! Hello, I am Lin Zhu, a graduate student at University of Oregon. Right now, I am in two programs: I am a PhD student in East Asian Linguistics program in the Department of East Asian Languages and Literatures and also an MA student in LTS program in the Department of Linguistics. My research interests include Chinese syntax, semantics, and SLA (primarily concerning Chinese teaching and learning). Here at the U of O I have been a teaching assistant for 2nd-year Chinese classes and now I am a TA for 1st-year Chinese. I am a Chinese guy working towards being a Chinese teacher. My ultimate goal is to teach Chinese in a university setting. I’m a fan of sports; basketball, badminton, table tennis, etc. I especially enjoy jogging and walking on the track.

Tell us about completing two concurrent degrees with the LTS and EALL programs. How does the work you do in LTS relate to EALL?

Well, you can imagine doing two programs at the same time is sometimes tiresome. Things keep coming up in my to-do list and the homework is always due very soon and seems to go on and on. I am a person who is early to bed and early to rise. But sometimes things keep me so busy that I become someone who is late to bed and still early to rise.

That being said, doing two programs is awesome in that you can have two cohorts to interact with. For example, this year, I had a Thanksgiving party with my classmates in the LTS program and had a Chinese New Year party with the EALL cohort! 🙂

I can easily find a balance between what I do in the EALL and LTS programs. The EALL program is theoretical. I get solid theoretical instruction from this and I get deeper understanding of the Chinese language. Also, the EALL program provides me with theoretical frameworks and methodological toolkit to conduct academic research. On the other hand, the LTS opens another door for me. It shows me the applied side of linguistics study. It gives me the theoretical underpinnings of language teaching and learning which is applied to a variety of real-life language teaching experiences. Also, as a TA in EALL, the time in LTS makes me a better teacher.

January 18, 2017
by gkm
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Student Spotlight: Heidi Shi

Biography

Heidi Shi (Shi Hui 石慧) is currently a second-year Ph.D. student majoring in Chinese linguistics in the EALL (East Asian Languages and Literatures) Department of UO. Besides the doctoral degree, she is also currently working on an M.A. degree in LTS (Language Teaching Specialization) in the Linguistics Department, wishing to train herself into a qualified language teacher at the college level. Heidi’s research interests include Language and Gender, Neologism, Chinese Pedagogy and so forth. She has enthusiasm and experience in teaching Mandarin Chinese at both Novice and Advanced levels.

Originally from Shanghai, China, Heidi spent 2 years living in Japan as well as 6 years studying and working in South Korea before she moved to the United States in 2015. Besides getting a Bachelor’s in Economics and a Master’s in International Studies and East Asian Studies, she has spent most of her spare time during her 20’s traveling in Europe, Asia and America. Her identity as a global citizen is her intrinsic motivation that drives her to make efforts in the field of language teaching and cross-cultural communication. She believes that Language is not merely putting sounds, symbols, and gestures in order to communicate with another community. From a cognitive perspective, language is how we present and express ourselves as individuals, communities, and nations. Heidi also believes that culture refers to a dynamic social system in which conventionalized patterns of behavior, beliefs, and values are integrated. Therefore, her teaching philosophy is: language acquisition should always be closely connected with acculturation because culture provides the environment in which a language is developed, used and interpreted. She is also firmly convinced that teaching and learning languages can promote cultural exchange and cross-cultural understanding, which in the long run, may facilitate international collaboration or even the realization of world peace.

Heidi’s Work as a GE (Graduate Employee)

Since Fall 2015, Heidi has been working as a GE at UO. Her GE work contains 4 types of assignments.

First, she has been teaching first-year Chinese at UO for 4 terms, which includes CHN 101 to 103 as well as the newly established accelerated class CHN 105. She teaches the Wednesday and Friday drill sessions for the various Chinese classes. Based on the principle of building a communicative language classroom, her lesson plans usually contain a lot of activities through which the students can have more opportunities for producing the target language, negotiating meanings and receiving authentic inputs.

Second, she also works as a tutor and disciplinary mentor for the Chinese Flagship Program undergraduate students. She has tutored over 10 Flagship students either in their Chinese-related major coursework or OPI (Oral Proficiency Interview) preparation. She likes adopting the “4-3-2” method in 1-on-1 tutoring to increase each student’s fluency. Besides that, she also cautiously provides feedbacks and corrections, aiming to improve learner accuracy.

She also works for the Chinese Flagship Program as a graduate coordinator. Cooperating with the student leader team “Banzhang,” her job is to hold weekly meetings with the Flagship students. Using only Chinese, Heidi communicates with the Banzhang team and helps them arranging termly or yearly Flagship events.

Finally, in Fall 2016, Heidi was the GE of EALL 209 (East Asian Languages and Societies). It was an undergraduate level lecture taught in English which mainly introduced Chinese, Japanese and Korean societies and their related cultural backgrounds. Heidi was the grader of EALL 209, and she also taught 2 lectures in this course the contents of which were about Chinese politeness and metaphors.

Why did you decide to join the LTS program? Is there anything you look forward to doing in the program?

The reason why I applied for LTS lies in the strong theoretical and practical professional foundation that this program can provide to its students. On the one hand, I wish to systematically study the principles and theories of language acquisition and pedagogy. I am interested in reading the most cutting-edge research articles in language teaching as well as discovering any research gaps that may occur or have appeared in teaching Chinese to L1 English speakers. On the other hand, LTS is also a valuable resource that facilitates my language teaching as a GE. I have been adopting a lot of methods and approaches I have learned in the previous LTS classes in my classes where I teach Chinese. I also wish to obtain a profound understanding of the domains of teaching method, lesson planning, curriculum development, etc.

 

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!

November 3, 2016
by LTSblog
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Value diversity in the languages you teach

picture-276In this LTS blog post, LTS and Linguistics faculty member Melissa Baese-Berk writes about the importance of valuing and integrating multiple varieties of dialects and accents in the language classroom.

The reality of language and power

Each fall, I teach a general education course called “Language and Power” here at the University of Oregon. One of the textbooks we use is Rosina Lippi-Green’s English with an Accent. In this text, Lippi-Green introduces students to the idea of Standard Language Ideology: “a bias toward an abstract, idealized homogenous language, which is imposed and maintained by dominant institutions and which has as it’s model written language, but which is primarily drawn from the spoken language of the upper middle class.” Lippi-Green argues that by defining some “standard” all other languages, dialects, and accents are defined in contrast as “non-standard.”

During our term, we spend a lot of time examining our ideas about “standard language,” and the impact that these ideas have had on our thoughts about language more generally speaking. We begin the term discussing the remarkable structure throughout language, even in unexpected places (e.g., non-standard dialects). We also spend several weeks discussing the substantial variability found at every level of language both within and across speakers.

Shifts in student thinking

As students begin to examine linguistic facts about structure and variability, they frequently begin to question many of their own beliefs about language. Many of my students are heritage language students who have been exposed to one dialect at home and then learn a different dialect in their language classroom. They’ve received different messages about the prestige of their home and school dialects and languages throughout their lives. When they realize that a many of the judgments about languages and dialects are social, rather than linguistic in origin, students begin to see value and prestige in all the forms of language they use.

What this means for language teachers

Language teachers hold remarkable power in helping students form ideas about language, dialects, and accents. The language and dialects students are exposed to in the classroom are held in high prestige because they are the targets for learning. However, when the language varieties used in the classroom are limited to those typically seen as prestigious by the broader community, students may view other varieties as “non-standard.” Students from heritage backgrounds may feel as though their home varieties are being marginalized. Students being exposed to the language for the first time may learn to reinforce the typical societal views about prestige of certain language varieties. If, however, students are exposed to multiple dialects and accents during the course of their learning, they may learn to value all these varieties. Exposure to these varieties may have the added side effect that students may also able to communicate with more individuals outside of the classroom, rather than only individuals who speak a “standard” or prestige variety.

To read more about Melissa’s work and teaching in LTS, see her past blog post here: http://blogs.uoregon.edu/linglts/2016/01/15/lts-faculty-spotlight-melissa-baese-berk/

October 26, 2016
by gkm
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Student Spotlight: Yan Deng

Student Spotlight: Yan Deng

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  • Tell us about yourself! Where are you from? What did you do before joining the LTS program? Do you have any hobbies?

My name is Yan Deng and I come from Lanzhou, which is the capital city of northwest China’s Gansu province. The city is not very big, but there are still 2 million people who live there. My favorite food is Lanzhou beef noodles, which is a very famous food in China. Before I came to the U.S.A, I already got my bachelor’s degree at a Chinese university. My major was Chinese Education. I wanted to know about different cultures and to learn different languages, so I decided to study abroad. In 2011, I came to the University of Oregon, and my major was Educational Foundations. In class, I learned a lot about American teaching methods. Outside of class, I tried to learn more about American culture, such as how American students celebrate holidays, how they work on campus, and how they chat with their friends at cafes.

I have been in Eugene for 5 years. Eugene is a small, quiet and beautiful city, and I love living here. While I was an undergraduate student at UO, I volunteered at an American elementary school for two years. I noticed there were a lot of differences between American elementary schools and Chinese elementary schools. I have been a Chinese tutor for one-and-a-half years at UO, and I liked the job so I am still doing it now. I love to encourage American students to know more about China and to learn Chinese. I think we could all learn from each other.

Hobbies? I like swimming and reading. My favorite books are the Harry Potter series. Sometimes I like to watch American TV shows, such as CSI and Criminal Minds. To be honest, I get scared by some of the plots.

  • Tell us about Talking with Ducks. What is that experience like for you?

For me, I like the TWD class because I can learn a lot about teaching. The most important part is how the team members help each other. For example, I was a leader in week 2. I had to make sure my pronunciation was correct, and the rules of my game had to be clear. Since I am an international student, I have to worry about these things. To be honest, I wrote down every sentence of my lesson plan, and I read them to my team members, Devon and George. They helped me to edit my lesson plan. I was so glad they were so patient with me. No one loafs around on the job!

In Thursday’s class, when students came in , we didn’t feel nervous because we were ready. But there were still some situations that I hadn’t thought of before. Thus, we needed to help each other. For example, I didn’t realize students would still sit a big circle after I separated them into different groups. I didn’t know how to solve the problem, but George quickly jumped in and gave more explanation to solve the problem. When students were playing the game, I forgot to explain the game time limit, but Devon was on it. How about the other LTS Ducks? Yes, they all did very well. Sue and Maude were very creative in their groups, letting their group members use the envelopes (which were just materials from my activity) in the game. Joliene, Reeya and Juli built a great and comfortable environment for their group members to practice English. Laura, the professor of the TWD class, made sure everything was going very well. Because of this teamwork, I love the class and I enjoy every minute of it!

  • Tell us about the Chinese Club!

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The Chinese Club is held at the Edison Elementary School, and is one of the after school clubs. In our club, we have 11 students who come from different grades. The goal of the club is to encourage students to learn about Chinese culture as well as some simple Chinese characters. We tried to build a real language environment to help students learn Chinese. Last week, our topic was “daily life in Beijing.” We created some class activities to help students know the real Beijing, such as visiting the Summer Palace and the Forbidden City, and eating Beijing duck.

  • What are you most excited to learn or do in the LTS program?

I am so excited to learn a lot of different teaching methods in LTS program. We discuss issues in class, and we solve problems together. When I am studying in every class, I know I am coming closer step-by-step to my dream. Even though I have a very full schedule, I know my friends and I are always a team. I will be brave and I will keep swimming, just like Dory! Ha ha~

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