こんにちは！ Hi, I’m Yoshi from Japan. You might be imagining a green monster in Mario brothers and you are maybe right! Actually, I am very good at jumping. In fact, I was able to jump higher than my apartment (Oh my apartment does not jump at all…). Anyway, I’d love to answer some questions!
Thank you Yoshi! First, how are you doing during this very unusual term?
I am doing ok! I guess this term is tough for everyone since we cannot go to coffee shops, meet friends, take classes on campus, and so on. However, we can meet classmates and professors online! (The picture below seems many students felt the computer screen was bright.) I also learned so many online materials and ways for language teaching. I believe this experience will allow me to help students better!
Shades day in an early Zoom meeting
What did you decide to focus on during your time in the LTS program?
I am interested in Task-Based Language Teaching (TBLT) because TBLT has potential for meeting each student’s needs and giving many opportunities for students to practice real-life communicative situations.
From my experience of studying English and teaching junior high and high school students in Japan, I found out that students are diverse in so many ways and we must meet each student’s needs. In addition, when people around the world can communicate anywhere and anytime, it is crucial to support students to be ready for successful communication with people around the world who may have different native languages, different cultures, religions, and so on.
I believe TBLT is a great solution to address these goals. There are different definitions of TBLT, but everyone agrees that it utilizes tasks at the core of the language teaching. The emphasis is on the completion of the tasks instead of students’ accuracy such as their grammatical mistakes. I found it similar to a real-world situation! Students usually try the tasks at the beginning of the lesson without learning grammar and vocabulary beforehand. By the end of the task, each student has discovered what they can do and what they cannot do. Here, each student learns and practices what they need with differentiation techniques.
I am writing my final project about TBLT and Differentiated Instruction, and now I am putting together a literature review, surveys from teachers and students in Japan, and document analyses. I am really looking forward to the completed final project!
Congratulations on your project so far! As someone who is close to finishing the program, do you have any words of advice for future LTS students?
Yes!! But first, I’d like to say you made the right decision, future LTS students!! This is a wonderful place where people love language teaching, people love helping each other, and people love hanging out outside the school.
First advice: Please take a break! Hang out with your colleagues.
This is graduate school and you will have so many things to do. You might need to read many articles or write a long essay in one day. Some of you might have a GE position and need to work for about 20 hours a week in addition to your study. It is a lot… There is no time to do something other than studying… Oh, that is not true!! Taking a rest from study will help you work better! Eugene has many good restaurants, coffee shops, and nature. Go outside!!
Alton Baker Park
I run around Alton Baker park every day. I saw Keli and Robert kayaking there once.
On Spencer Butte, the air is really delicious! On the summit, you will have a magnificent view!
Spencer Butte from a different angle
Second advice: Talk to your professors!
You will learn so many new things and some of them will be hard to understand. The theories and the practices are different, and you might need to know the first-hand experiences. Ask your professors! They always welcome your questions and love helping their students.
Sue Yoon completed her MA in Language Teaching Studies in 2017. She started as an undergraduate student at the University of Oregon who took a few Second Language Acquisition and Teaching (SLAT) certificate courses and got hooked on language teaching and research. She also earned a concurrent MA in the East Asian Languages and Literatures Department while at UO.
Sue about to start her Ph.D. program at the University of Hawai’i
What have you been doing since you graduated with your concurrent MA degrees from LTS/EALL?
After I graduated with my concurrent MA degrees from LTS and EALL in 2017, I went back to Korea, hoping to gain language teaching experiences outside the university setting. While I was in Korea, I luckily had the opportunity to work at an English learning center. The students who visited the center were mostly 4th to 6th grade students from local elementary schools. The center offered programs in which students learned English in a short-period (5-10 days) immersion setting. During the day, students usually had some content classes, such as peace, culture, eco, UNESCO heritage, and UN SDGs classes, and they participated in games and activities in the evening. In the meantime, I was admitted to the University of Hawai’i at Mānoa, and I have entered their PhD program in Korean language and linguistics this Fall term.
Sue (bottom right front) at the Global Peace Village in S. Korea
What did you enjoy while working as an English teacher in Korea?
I particularly enjoyed teaching English in an environment where the learning of English grammar was not the focus. I had a lot of fun teaching a variety of subject areas in English, and it was great to see how students enjoyed learning English integrated with other content subjects. It was also a great opportunity for me to design lessons and activities to teach content from other subject areas in the target language. From this experience, I have learned that students can learn much more when the content is relevant to their own lives and interests and that the learning environment plays a critical role in language learning.
In what ways did your MA degree(s) prepare you for this position?
Since the target learners were mostly young students, it was very important to provide them with a lot of fun interactive classroom activities and games to keep them focused and interested. What I learned from Dr. Laura Holland’s LT 537 was particularly helpful because I had gained a lot of ideas for short and long classroom games and activities for different themes from the course. Also, learning what to take into consideration when designing a lesson and how to effectively sequence activities within a lesson from Dr. Keli Yerian’s LT 436 and other LT courses definitely helped me when developing lesson plans and class materials.
What are your plans for the next few years?
I have just moved to Hawaii for a PhD program. While pursuing a PhD degree at the University of Hawai’i at Mānoa for the next few years, I will also be teaching Korean language classes at various levels at the university and participating in a variety of events related to Korean language teaching and learning.
What topics are you hoping to pursue in your PhD program?
I have been very interested in multimodal analysis of Korean conversation. I would like to research the role of nonverbal communication cues that have not yet received attention, such as nonverbal speech sounds like hisses and oral and nasal fillers, in relation to (im)politeness and speaker stances. I also hope to develop pedagogical materials to bridge the perceived gap between recent theoretical findings of Korean linguistics and Korean language pedagogy.
Do you have any last advice for current or future LTS students?
I consider myself very lucky to have met Dr. Keli Yerian in LT 436 class and joined the LTS and EALL graduate programs. I really appreciate all the opportunities I had during my studies at the University of Oregon. All of the faculty members that I have met were always willing to help and support each student in the program. So don’t be afraid to ask for help when you are struggling with something!
Hi Sean! Please tell the world a little bit about yourself.
Sean at one of his art gallery shows.
I’m a Kentucky native, but my interest in Chinese carried me away from there to spend a good chunk of my twenties studying in China, and eventually here in Oregon. I remember when I was a kid, I was fascinated by the idea that different people had different ways of speaking and writing, and longed to study foreign language. In high school, I was finally able to study my first foreign language which happened to be German. I enjoyed studying German, but it was only once I was able to study Chinese as an undergraduate that I truly fell in love with another language, and I’ve never looked back. Outside of school, art and in particular, painting, has been one of my life-long passions and I’ve been fortunate to have a couple gallery shows since I moved to Eugene.
You are quite the jack of all trades! So how did you end up in the LTS program?
I believe I first heard about it from the instructor for my Chinese linguistics course here at UO.
What has been your focus in the program?
In participating in this program, my aim has been to gain the tools and knowledge to effectively utilize my experiences learning Chinese as a second language to inform my teaching of the language. I believe my project represents a culmination of this effort, as it addresses a specific need of Chinese learners that’s not accounted for in current curriculum—bridging the gap between English reading and Chinese reading—which I recognized as a problem from my own experiences.
Sounds like a great project! And you mentioned you are a GE (graduate employee) for Japanese literature, how’s that experience been?
It’s been going great. While I’m normally a GE for the Chinese department, teaching in the Japanese department is always a refreshing change of pace, and through the works we read, I get to see the cultural and linguistic exchanges between the two countries throughout history.
Sean presenting at the LTS poster session.
Are you excited to start working on your MA project?
Yes, I really feel good about my project. I’ve received some really positive feedback from Chinese department faculty about the idea, and I think it’s possible it may lead to some serious consideration for adding a Chinese extensive reading course to the curriculum.
Thanks so much for taking the time for this interview! Best of luck in the completion of the program!
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.
“Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt. The limits of my language are the limits of my world.” – Ludwig Wittgenstein
Tell us about yourself! Where are you from? What kind of work have you done?
Hello, my name is Adam (天天). I come from a small city with over 2,500 years of history – Kaifeng, China.
Becoming a foreign language teacher has always been a dream I am enthusiastic about. Before coming to the US, I got my bachelor’s degree in Teaching Korean as a Foreign Language in South Korea. After graduation, I did different types of jobs including Chinese teacher in a Korean academy and liaison of international affairs in a Chinese college.
You are also completing a degree with the East Asian Languages and Literatures department. Can you tell us about what brought you to the LTS program?
I started my studies at the U of O in 2015, with my first major Korean Linguistics. Knowing that I have interests in language teaching, my advisor Professor Lucien Brown suggested me taking classes in the LTS program in order to fulfill my graduate requirements. However, what I learned from the first course – Curriculum and Teaching Material Development was way beyond my expectation. Realizing the tight connection between my first major department and LTS, I went on taking more courses in both programs. In summer 2016, with the help of the program director Professor Yerian, I got accepted by LTS as a concurrent degree student. Courses I took in the LTS program have strongly helped me to achieve my career goal. Those courses refreshed my mind with teaching methodologies, second language learning theories and other skills that I hadn’t thought about or been aware of.
Could you tell us a little bit about the ideas that you have for your Master’s project?
This summer, I am going to finish the draft of my Master’s Project for LTS. This research report shows evidence that what affects the judgement on accentedness of second language learners from Korean native speakers are the errors in applying “pitch pattern” of phrases.
Could you tell us about any internships or GE positions you’ve had at the UO?
In addition to my studies, I am also enjoying a couple of opportunities to apply the skills I have learned from the classes. During weekdays, I teach beginner level Korean as a Graduate Teaching Fellow. The class consists not only American students but also a large portion of international students who are also interested in Korean language and culture. Every Friday afternoon, I meet kids in the Edison Elementary school for a Chinese Language and Culture Club. This after-school club offers Grade 3-5 kids the chance to experience very authentic Chinese culture as well as tons of fun games. In both classes I feel rewarded for seeing students loving the activities I design and the language and culture I share with them.
Tell us about yourself! Where are you from? What work have you done? Any hobbies?
I was born in Cheongju, South Korea, but when it was time to go to university, I moved to Seoul, and I lived there for almost ten years. I majored in Korean language and literature and journalism, and in my last year of university, I got the Korean language teaching version of a TEFL certificate at another university. After graduation, I started working teaching both Korean and English to speakers of other languages at a community welfare center and an NGO. I also worked in program administration managing language classes and tests at a university and at a couple foreign resource centers for the city of Seoul. During that time, I met my husband Chris, and we decided to move to America and apply for graduate schools. We spent almost nine months in Denver, Colorado before coming here to Eugene.
I have quite a few hobbies. I really enjoy going to see movies in the theater. My favorite movies are horror movies and thrillers like the Korean movie The Wailing(곡성) or the original Texas Chainsaw Massacre, but I like romantic comedies too. I also like baking and cooking. I always find baking to be a good stress relief when school gets too stressful. Recently, I’ve also started gardening. This is the second year in a row that we planted a vegetable garden in our backyard. I’m surprised how well we can grow tomatoes and other vegetables in our garden.
What was your experience being a Graduate Employee for the Korean department at the UO like?
Being a GE at UO was a great experience. This was the first time that I was able to teach Korean outside of Korea, so working with the undergraduate students was a lot of fun. But, I have to say that being a student and a teacher at the same time is pretty challenging. I think the biggest challenge was adapting to a new student culture. To be honest, it was a bit intimidating at first. However, if I look back at my experience, I can see how the LTS program helped me improve my teaching ability and build my confidence over the two terms I was a GE. I learned a lot about second language teaching in my LTS courses, and I was able to use that information to help improve my teaching. Also, the cohort and the faculty from both the LTS, and East Asian Languages and Literatures departments were really supportive and they gave me some good advice for some of the challenges I had while teaching. I still see my former students around campus or in Eugene, and they always politely say “hi (안녕하세요)” to me by bowing and speaking in Korean. I’m always impressed by their correct honorific usage and culturally appropriate behavior, so I can tell that they had a good GE teacher. 😉 I’m looking forward to teaching them in second year Korean this fall.
Could you tell us a little bit about what you are focusing on for your Master’s project?
Actually, I’m pretty busy right now because I’m working on both my MA project and a publication with Dr. Brown in the EALL department about Korean speech-style use in the marketplace. Luckily, I’ve been able to focus a lot of my LTS coursework on my MA project.
For my MA project, I’m designing a Korean as a second language course for English-speaking husbands of Koreans living in Korea. When I got married to Chris, I saw that the language that he was learning in the textbook and in his Korean academy wasn’t really helping him communicate with my family or to perform daily tasks in Korean society. I belong to a forum of Korean women who are married to foreign spouses, and they often say similar things about their husbands. So, I found a need, and I’m designing my project to fulfill the need of teaching functional survival language skills and sociocultural competence for English-speaking husbands of Koreans. It’s a lot of fun to think about new ways to help the husbands learn about Korean family communication using problem-based learning.
What is the most valuable thing you have learned since joining the LTS program?
I can’t really say that something is the most valuable because I’ve learned a lot of valuable things in this program. Of course I’ve learned a lot of practical aspects about teaching language and about developing assessments and language courses, but I’ve also learned a lot about the purpose of a cohort. I wasn’t familiar with the cohort system until I came to UO, but I think the cohort is a really amazing thing because everyone is very supportive of each other. I’m pretty shy and introverted in general, but I’m amazed at how many people help me by giving me feedback on projects or assignments, or when I give presentations. Their support has helped me to build confidence in myself as a non-native English-speaking graduate student. Graduate school is hard, and I think it’s even harder as an international student because of the linguistic and cultural differences, especially for someone who hasn’t had experience studying in an English-speaking university like me. However, just by being in classes with the cohort makes me feel like we are all in it together, and it helps to motivate me to continue to work hard in my studies. Also, the faculty has all been really kind and helpful, and I value how much they have supported my development as a Korean teacher, and in helping me find opportunities.
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!
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.
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.
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.
The Language Teaching Specialization (LTS) within the Department of Linguistics and the Department of East Asian Languages and Literatures (EALL) have made a short video highlighting the close connections among linguistics and pedagogy students in both departments. Thank you to the Graduate School for providing funding for this.
There are many ways that LTS and EALL students and faculty benefit from this relationship.
Graduate students can pursue concurrent MA degrees in both departments with reduced credit requirements due to some shared coursework
Students in either department can take elective coursework in the other department
Graduate students can include committee members from both departments on their MA projects
Students in either department can pursue a SLAT undergraduate or postgraduate certificate by taking specific coursework in both departments
Graduate students in LTS can sometimes find funded graduate teaching positions in EALL
Graduate students in LTS can find tutoring employment through EALL in the Chinese Flagship Program
These connections are not limited to LTS and EALL; LTS also shares coursework, teaching, internship, and MA Project advising opportunities through collaborations on campus with the American English Institute, the Center for Second Language, Romance Languages, the Yamada Language Center, German and Scandinavian, Russian and East European Studies, and the Northwest Indian Language Institute, as well as through collaborations with Lane Community College.