LTS

Language Teaching Specialization Blog Site at the University of Oregon

April 21, 2017
by gkm
0 comments

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.

February 1, 2017
by gkm
0 comments

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
0 comments

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.

 

October 19, 2016
by LTSblog
0 comments

Collaborations: LTS and East Asian Languages and Literatures

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.

October 5, 2016
by LTSblog
0 comments

Faculty spotlight: Kaori Idemaru

idemaru

What is your position at UO?

I am Associate Professor of Japanese Linguistics in East Asian Languages and Literatures (EALL).  But my research and teaching cover other languages, including Korean and English.

How are you connected to LTS and LTS students?

My department and LTS often share students in various ways.  We have many concurrent degree students who are pursuing both Linguistic and EALL degrees.  I also send my students to take LTS courses, and LTS students take my courses.  Also one of LTS graduates, Yukari Furikado-Koranda, is now a colleague of mine in my department!  It’s wonderful to work with her. You can see more about the collaboration between EALL and LTS here.

What is a current research project you are working on?

I am working on a project that looks at characteristics and constraints of speech learning, and another that looks at how people use voice to sound polite.

What do you enjoy most about working with graduate students?

I really enjoy working with grad students discussing and designing interesting and innovative research methods to address their research questions.

 

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.

January 2, 2016
by LTSblog
0 comments

MA Project Spotlight Maile Warrington

IMG_0124

Maile Warrington just finished her capstone MA project in the LTS program, titled “Authentic Japanese Media Materials for Teaching Keigo (Honorific Speech) and Different Speech Styles to JFL Learners”.

What is your MA project?

I developed a teaching portfolio that provides options for Japanese instructors to teach keigo (Japanese honorifics/honorific speech) to college intermediate to advanced-level students through authentic Japanese media materials, specifically authentic contemporary Japanese talks shows and comedy shows.

Why did you choose this topic?

Using appropriate keigo and speech styles is one of the most important aspects of Japanese culture. However, ironically, it is usually not taught in balance and is said to be the one of the most difficult language aspects to acquire. I was a Japanese language Graduate Teaching Fellow for almost two years, and got many comments from students and teachers about how hard and challenging it is to both learn and teach appropriate speech styles only through the textbook. Many students will talk to their instructors using inappropriate speech styles and thus are “rude” unintentionally. From these experiences, I started to think that there should be a way to teach honorifics and different speech styles meaningfully and interactively using materials other than the traditional textbook.

What advice would you give new LTS students about their own MA projects?

The most important advice I would like to give new LTS students about the project is to try to decide the topic as soon as possible so that they can start gathering related research and literatures about that topic in the earlier stage of their program. I also advise students to (this might be something that I don’t even have to mention) choose the topic that most interests them so they can maintain their motivation throughout the program. Another advice is to use and manage their time efficiently, especially at the end of the program when they are trying to finish up their project.

What do you like most about your portfolio?

One of the things that I like about my project is how I used authentic Japanese talk shows and comedy shows as a material to teach different honorifics and speech styles instead of movies or dramas that are more common to be incorporated in language classes. I also liked how many of my activities for this portfolio could serve as “stand-alone” activities, which Japanese instructors could pick, modify, and integrate in their pre-developed daily lessons.

November 17, 2015
by LTSblog
0 comments

Student Spotlight Seung Eun Kim

Blog photo

SeungEun Kim is originally from Korea. Like Sue Yoon (see our earlier blog post in November), she is pursuing an MA in LTS and an MA in East Asian Languages and Literatures at the same time.

You were an English major before entering the LTS program. What attracted you to English?

English was the first language that I fell in love with. So majoring in English was the one thing that I really wanted to do no matter what. Since I like reading literature in both Korean and English, I wanted to spend my undergraduate years reading and exploring my thoughts about the books that I read, and being an English major really made my dreams come true. I was able to spend my years as an undergraduate reading a lot of books, but more importantly, I learned how to read literature from more critical perspectives. I am glad that I have a background in English literature from my years as an undergraduate since I believe it has prepared me for how I will go about educating my future (language) students.

Now you are doing two concurrent MA degrees in LTS and East Asian Languages and Literatures (EALL). How did you shift over to a love of Korean as well?

Since being a foreign student here in America, I am proud that my national language of Korean is being taught here. I think my patriotism and love of my culture motivated me a lot to want to teach Korean. Also, as a bilingual speaker, I wanted to be more available to others who are learning Korean. Since I am a native speaker of Korean, I thought it would be great if I could be a source for those studying the language here.

What do you like best about teaching at the university?

I am thankful that I have the opportunity to teach Korean at a university in America. This opportunity has allowed me to collaborate with both international and American students together in my classes. Although my students are from different countries and cultures, and speak different languages, it has been great to see how they come together as Korean language speakers. When the students have the will to learn Korean, their passion for the language and love of Korean culture and literature really boost their improvement and are a great source of motivation. Moreover, teaching at the university is even more special to me because not only can I teach, but I can continuously increase my knowledge as well.

What is your idea for your MA project you will do in LTS?

I am interested in teaching language using literature. I am researching how literature as an authentic material should be used in the language classroom and appropriately chosen depending on the students’ language proficiencies.

What advice would you give applicants who might want to do concurrent MA degrees like you are?

The first advice I would give someone, based on my own experiences, is to believe in yourself when you are very busy and things are extremely stressful from all the classwork that you have to do. You need to stay strong, keep a positive outlook, and believe in yourself that you can do it.  Know that you are not alone, and that there are people like the LTS program director, your advisors, and other teachers who are here to help and support us.

November 10, 2015
by LTSblog
0 comments

Faculty Spotlight Lucien Brown (East Asian Languages & Literatures)

Lucien photoHow are you connected to the LTS program?

I teach courses on Korean and East Asian linguistics in the department of East Asian Languages and Literatures (EALL). LTS students who are interested in teaching East Asian language often take our courses as electives, and I sometimes advise LTS final projects. Also, we currently have two students who are doing concurrent MA degrees in LTS and Korean Linguistics and Pedagogy in EALL.

Are the classes you teach related to your own research?

Very much so! I’m interested in socio-cultural language learning and teaching, and I incorporate these perspectives into my second language acquisition and pedagogy classes, such as EALL 542 Second Language Acquisition of Chinese, Japanese and Korean and EALL 543 Chinese/Japanese/Korean Pedagogy. I also research multimodal aspects of politeness in Korean, which relates to my class EALL 586 East Asian Sociopragmatics.

What advice would you give to applicants who are considering a concurrent MA degree in EALL?

First, remember that the EALL deadline for grad admission is earlier than the LTS date (EALL January 1, whereas LTS is February 15)!

In your application it is really important to articulate a clear reason for wanting to do a concurrent degree and be a member of both programs. From our side, we really want to see a clear reason or goal for wanting to study Korean linguistics and pedagogy.

Many Korean students who apply to LTS focus on English language teaching (EFL), but some of them also become interested in teaching Korean. Why do you think this happens?

In Korea, the idea of foreign language teaching is focused so much on Koreans needing to learn English, and the awareness that people from other countries need to learn Korean is not so high. But coming here broadens student’s horizons. Korean students get to know about our strong Korean language program, and meet students who are learning Korean as a second language, possibly for the first time. They get to see the importance and value of Korean language education. Besides, even if you plan to become an English teacher, having experience of teaching your native language (Korean) will give you a different perspective on what it means to teach and learn a second language.

What do you enjoy about working with graduate students?

November 5, 2015
by Annelise Marshall
0 comments

Student Spotlight: Sue Yoon

IMG_4547

 

 

 

 

Sue Yoon is originally from Korea and completed her Bachelor’s degree in Linguistics and the Certificate in Second Language Acquisition and Teaching (SLAT) at the U of O. She is now working on concurrent MA degrees in Linguistics LTS and East Asian Languages and Literatures.

You are doing concurrent MA degrees in both Linguistics with a language teaching specialization (LTS) and East Asian Languages and Literatures (EALL). Can you tell us why you chose to do both degrees? How do you benefit from each department?

I got my undergraduate degree in linguistics from the University of Oregon and wished to continue studying linguistic characteristics of my native language in depth. I believed that having sufficient knowledge of linguistics would benefit me as a language teacher, which has always been a dream of mine, so I decided to apply to the M.A. Korean linguistics and pedagogy program at the University of Oregon as well as to LTS. I really enjoyed learning different language teaching techniques and approaches from a variety of LT courses at the undergraduate level, and they helped me broaden my perspective of language teaching to a large extent. I certainly benefit from both programs in many different ways. They perfectly match my areas of interest and allow me to develop a deeper understanding of language teaching and the Korean language system in order to become a more successful Korean language teacher. It is also intriguing to learn both theoretical knowledge and practical knowledge from the two programs.

 

What do you like best about teaching at the university?

There are a number of benefits of being a language GTF at the University of Oregon. First of all, I can gain professional knowledge about my fields of interest and more teaching experience simultaneously during my graduate studies. I also find it very helpful to apply what I have learned from the LT courses to my own teaching as the LT courses have certainly helped me understand what makes a good language teacher. Moreover, learning various aspects of the Korean language system from EALL (East Asian languages and literatures) courses helps me to better explain features of the Korean language to my students in the most effective manner when teaching at the university. Finally, I am so glad that I got the chance to meet my awesome students who are learning Korean at the University of Oregon!

 

For you, what is similar or different about teaching English vs. teaching Korean?

I have taught both English and Korean at a few different places in Korea and the U.S. I found teaching English quite different from teaching Korean. As I was teaching Korean, I have realized that being a native speaker of the language does not mean that it is easier to understand the language system. I learned English as my second language, and this helps me identify and understand areas of potential difficulty faced by learners of English as I underwent the same language learning. I usually feel more comfortable and confident when teaching Korean as it is my native language, but it is sometimes quite difficult to provide my learners with what they really need in order to understand a specific aspect of the language and understand their problems and difficulties from their perspective. However, I have really enjoyed the experience of teaching both languages!

 

What advice would you give applicants who might want to do concurrent MA degrees like you are?

There are a lot of great courses provided at the University of Oregon, and I believe that being able to do a concurrent MA degree can help students further broaden their knowledge in two different areas of study that they are interested in. It has been a wonderful experience taking a variety of courses and meeting such a great group of people in the two programs!

 

Skip to toolbar