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!

 

 

 

 

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~

MA Project Spotlight Tiffany VanPelt

June 11, 2015 by LTSblog | 2 Comments

Tiffany VanPelt is a member of the Language Teaching Specialization program originally from Oregon.  Her MA project’s working title is: A MALL portfolio for developing English linguistic and cultural fluency in US-Thai immersion program contexts.

What is your MA project?

Several times per year, the US-Thai Distance Learning Organization brings students from the St. Gabriel school system in Thailand to Eugene for cultural enrichment and English study.  My project aims to help provide a culturally appropriate and pedagogically sound portfolio that the LTS students that provide English instruction to these groups can draw upon while working with the program, based on integration of mobile-driven activities.

What inspired you to choose this topic?

I began working with the students back in the spring of 2014.  I developed a curriculum based on Instagram after being inspired by the studies on place-based learning in Julie Sykes’ LT610 Seminar the term prior.  Since then there have been two additional groups of exchange students, which allowed me to pilot various mobile-based activities across multiple groups, and with the involvement of other students (Al Ullman and Sarah Murphy) in instructor and co-instructor roles.  The experience was wonderful, but I definitely found the initial planning very challenging as a first time teacher.  I realized that I could help future student-teachers jumping into this context through the creation of a portfolio.

What has been most challenging about doing the project?

Juggling the research aspect of the project with my GTF and coursework has been very challenging.  I would highly recommend starting the research for the Literature Review early, since that way you can see if your research strands are going to grow or change, necessitating a different direction.  The earlier you can come to those sorts of realizations, the better positioned you’ll be coming into spring term your final year when things begin to get hectic.

What do you like best about your project?  (video response)

 

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