LTS

Language Teaching Studies Blog Site at the University of Oregon

May 3, 2018
by zachp
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Student Spotlight: Kunie Kellem

It is pleasure to introduce you to LTS student Kunie Kellem!

Kunei presenting at the LTS poster session.

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

Hi. I’m Kunie! I’m from Osaka, Japan. I like running, working out, playing and watching basketball, and eating delicious food!! I came to Eugene with my husband and son in August 2016. Before I came to Eugene, I taught English at Japanese high schools for 14 years. I loved my job, students, and my coworkers, but I was always struggling with this dilemma between ideals and reality of English classes in Japan. I wanted to change something. I wanted to see my students communicate in English confidently. I wanted to have confidence in my skills and knowledge to support students to realize their goals. That is why I decided to study in the LTS program!!

Kunie with her son and Puddles the Duck.

Well, we sure are glad you made that decision! So how has the LTS experience been for you?

It was a big decision for me to come to U of O to study since I had to leave my work, and my family had to change their life styles dramatically. What I was most worried about was my son; if he could adjust to the life in U.S., if he could get new friends, and if he could improve his English to keep up with his school work. I was not so worried about myself at the start point of my new journey. However, it turned out the first 3 months here were the hardest time in my life. Since it had been for such a long time after I graduated from university, everything was new and different. I was surrounded by young, enthusiastic students who were always actively involved in discussion in class, whereas I, who was not used to discussion style lectures, was always at a loss about what to do. Being an international student made things more difficult.

Kunie with her son at the Grand Canyon.

I still remember for the first few weeks I woke up at 4 o’clock in the morning to work on my reading, take notes, review the lecture notes, and prepare for the classes. In addition, as I had expected, my son also had a hard time at his new school because of the cultural and language issues, which made me feel terrible and responsible for taking him all the way here with me. I literally cried a lot for the first few months. However, things started to get better after 3 months. My son started to enjoy his school life and made many friends. (At first, he could not read English, but now he is in the advanced spellers group!!) My husband finally got a job here. I gradually got used to student life here. After that “dark time” passed, I started to enjoy my life here more. I started to hang out with my friends more, go hiking more, go to watch Duck’s games more, which made me realize that Eugene is such a beautiful place surrounded by great nature and great people. I don’t think I could have gone through this far without support from my family, friends and professors at U of O and I am so grateful about it!!

Kunie with LTS friends Aska (2017) and Krystal (2018).

Kunie in her UO duck gear.

Glad to hear you and your family made it through that transition period and grew from it! What are some key things you’ve learned in your time here?

Of course, I have been learning very important principles and pedagogy of language learning and teaching, but at the same time I really appreciate that I get the perspective of how it is like being a student and learning new things again; what students think, what they struggle with, and how they deal with learning. I almost forgot those perspectives, and I am sure this experience will help me to become a better teacher when I go back to my work. Also, I have learned from my professors how to create the comfortable atmosphere to learn, how to support students, and how to assess students’ learning based on objective-based assessment, which is very motivating. I would like to incorporate what I learned here into my teaching!!

And I know you have been teaching Japanese, how has that experience been?

Kunie at a beach in Newport, Oregon.

Yes. I have been working as a Japanese GE at U of O for 6 terms. I really enjoy teaching Japanese and I like when the students show me “aha! moment” expressions when they understand and use the structures well in a communicative practice. One time, at the REC center I bumped into a student whom I taught before, and he gave me a high five and talked to me in Japanese. I felt extremely happy!! I think this is one of the (rare) rewarding moments for language teachers. Teaching Japanese has also given me a great insight about language teaching. Although Japanese and English are two different languages, I am learning a lot about teaching techniques, curriculum designs, assessments, and classroom managements from Japanese instructors and actual lessons. Now I can see Japanese language and its culture from a different perspective, which I am sure will be a great asset of mine when I go back to Japan. I appreciate that I was given this opportunity to teach Japanese here.

Are you excited to have started working on your M.A. project?

Yes! Actually, I have been worried about it for a long time, but once I started writing literature review for MA project, I really enjoy it. Since I am on the two-year program, I could spend more time thinking about my project than many of my cohorts who are on the 15-month program. On my first year, I spent most of my time, energy and effort on just doing well in a class. However, after one year passed, many things I learned from each class started to make sense, and they started to be connected with each other.

Kunie with her son biking around the Golden Gate Bridge.

Now I feel like I am working on puzzles; a small puzzle for literature review and a big puzzle for MA project.  I will keep reading and learning from professors and cohorts to find the best pieces for my puzzle. I am really looking forward to seeing what kind of picture my puzzle will turn out to be.

What a nice connection between the final project and puzzles! Any final thoughts?

I know most of my LTS cohorts live busy stressful days with a lot of school work. I also feel the same way. Although it is very important to be organized and work hard on our project, sometimes it is also important to release our stress by doing/eating what we like.  We are now 4 months away from the end of our journey. I am sure it is going to be busy and hard 4 months, but we are on this together. I hope each of us can see our own beautiful picture on the puzzle at the end of this journey!!

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

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

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

Zach enjoying the Alaskan summer.

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

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

Zach representing the Pernambuco, Brazil state flag.

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

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

Zach with a couple Brazilian students and Pikachu.

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

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

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

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

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

Zach hiking with LTS friends Alexis and Lee.

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

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

So how has the LTS experience been for you?

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

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

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

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

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

Zach with CASLS colleagues enjoying Halloween.

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

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

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

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

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

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

Any final thoughts?

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

Zach at the summit of Rainbow Mountain in Peru.

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

November 11, 2017
by zachp
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Student Spotlight: 2017-2018 LTS Student Yumiko Omata.

I am thrilled to introduce you to current LTS student Yumiko Omata!

Hi Yumiko! Please tell the world a little bit about yourself:

2017-18 LTS student Yumiko Omata.

I am originally from Japan. After high school, I moved to Tokyo to study art and to work for ten years. In 2000, I moved to Austin, TX to study English for a year or so but ended up staying here for 17 years instead. I met my favorite person/best friend (my husband) the next morning after arriving in Austin! He was one of my housemates and actually the first person I talked to in the US. Life is fun and crazy! Since then, I have lived in several cities in the US and studied painting at the University of Arizona. From 2010-2011, I also lived in South America (Argentina and Ecuador) and enjoyed traveling and learning Spanish. After returning to the states, I settled down in Portland, OR and found a job teaching Japanese and I fell in love with teaching. Art (painting, ceramics, making furniture, etc.), travel and language are my passions. Gardening as well! I miss my garden, chickens, and honey bees left behind in Portland very much.

 Aw, what a lovely story! So, out of all of the programs in the world, how did you end up at LTS?

It is a great question because this blog was the beginning of everything! I was planning to apply to the TESOL program at Portland State University and even took a prerequisite course in summer 2016. I had a few concerns about PSU and started searching other programs on the West Coast and found the LTS blog featuring Keisuke (2015-2016 LTS alumnus). I directly contacted him and he kindly shared his experience in the LTS program and gave me great insight. Then, I visited the program on December 1st (almost a year ago!) and met our director, Keli. Keli warmly welcomed me and made a wonderful impression and let me observe a couple of classes. Also, the Department of East Asian Languages and Literatures (EALL) is another reason I chose LTS. EALL offers the oldest, most well-established Japanese courses in the U.S, and I was hoping to be a part of EALL in order to explore the academic field. The program, people (Keli, Laura, and LTS students), and a possible opportunity to be involved with EALL convinced me I had to be here.

Well LTS is very lucky to have you! And have you been enjoying the program so far?

I am very happy with my decision. I like that the LTS program helps me establish both practical and theoretical foundations and it is very organized and tailored to guide us to find our own path as a language teacher/educator. As I mentioned, people (Keli, Trish, other LTS professors, and the 2017-2018 LTS cohort) are wonderful. I appreciate the faculty members’ enthusiasm and willingness to communicate and support us; they are very approachable. Some of my cohort are from other countries, and I remember my old days as an international student and they definitely inspire me. I was hoping to meet people who teach or are interest in teaching foreign languages other than English, but I definitely enjoy learning EFL/ESL teaching perspectives since it has vast, great resources that I can apply to my field.

What are you hoping to gain from the program?

I am hoping to establish a solid theoretical and professional foundation in second language acquisition and language pedagogy. At the same time, my interest of study is Japanese pedagogy, so it is nice for me to have opportunities to take Japanese and East Asian linguistic courses while studying LTS.

Great goals! Speaking of, I know you’re teaching Japanese this term, what has that experience been like?

It has been wonderful and rewarding in many different ways! This is my first term to teach Japanese as a graduate employee (GE) and it has given me great insight into JFL at an institution of higher education. Before I started this term, I was kind of worried about how to find a balance between my busy academic life as a student and teaching as a GE. Now I feel I found a good rhythm bouncing between the two. I am currently teaching a JPN 101 (first year Japanese) discussion course. I enjoy seeing how students break through language barriers and become Japanese language speakers. They are fun to teach, and I am very impressed by their progress. Interactions with my students, Japanese instructors, and colleagues have been enhancing my life, and I feel that I am part of an academic community. I am quite busy, but it has been a driving force to help me achieve my goals in the LTS program. In the past, I taught Japanese at a small community-based language center in Portland, OR for four years, but my students were all age groups except college students. I started noticing differences between the learners/ institutions and that has been helping me expand my perspective as a teacher quite a bit. One of my GE duties is a weekly observation, and it is an important and great benefit for me to observe courses taught by highly experienced Japanese instructors. I am able to grasp their techniques and teaching styles, which inspire and broaden my future vision of myself as a teacher.

Sounds like a wonderful and rewarding experience indeed! Any final thoughts?

If anyone is interested in the LTS program, don’t hesitate to visit us. Eugene is beautiful, tranquil, and a perfect place to study.

Thanks so much for sharing your incredible journey Yumiko!

 

August 18, 2017
by gkm
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LTS 2016 – 2017 Cohort Final Presentations: A Brief Summary and a Fond Farewell

LTS 2016 – 2017 Cohort Final Presentation: A Brief Summary

As the 2016-2017 LTS program comes to a close, the presentations are finished and the finalized projects are rolling in! As this year’s cohort gets ready for their next big adventures in the wilds of language teaching around the globe, this final blog post for the Summer 2017 term will provide a brief glimpse of the hard work and dedication the graduates have put into bettering themselves as language educators, and into bettering the world of language education as a whole. If you missed out on the presentations this year, here is a small gallery of snapshots of each presenter’s work!

Women Teaching Women English: A Contemporary Women Writers Course for Female English Language and Literature Students in Egyptian Universities by Devon Hughes

 

Academic Writing Skills for International Students of Chemistry at a U.S. University by George Minchillo

 

 

Marching to Different Drummers: Teaching a Mixed Class of Heritage and Non-Heritage Learners of Russian with Motivation in Mind by Iryna Zagoruyko

 

Korean as a Second Language for English Speaking Husbands: a Multi-cultural Family Situation-based Curriculum by Jiyoon Lee

 

An Adaptive Place–Conscious Ichishkíin Materials Portfolio by Joliene Adams

 

Crafting a Brand in English for English Language Learning (ELL) College Athletes by Juli Accurso

 

Using TBLT to Address Locative Phrase Word Order Transfer Errors from English L1 to Chinese L2 by Lin Zhu

 

Deciphering the Cryptogram: A Word Puzzle Supplement to Traditional Lexicogrammatical Acquisition by Dan White

 

Using Literature to Develop Critical Thinking and Reading Skills in an EFL Class at University by SeungEun Kim

 

Integrating Service Learning into University Level Spanish Heritage Language Classes in the United States by Valeria Ochoa

 

A Career Exploration Course in Mandarin Chinese for Young Learners in East Asia by Reeya Zhao

 

Using Graphic Novels and Children’s Literature Books in U.S. 2nd year CFL University Courses by Yan Deng

 

Creative Writing in the Digital Age: A Course Design for Intermediate ELLs Majoring in English at an American University by Becky Lawrence

 

Using Podcasts to Teach Academic Listening for International Undergraduate Students through Metacognition: A Flipped Portfolio by Chris Meierotto

As a means of “paying forward” all of the help and support that we received from our professors, fellow classmates, and previous cohorts, the 2016-2017 cohort wrote up a short collection of thoughts and suggestions for future/prospective students regarding the final presentations:

How did it feel leading up to the presentations?

“I was able to learn a lot from the other presentations I saw. I learned how to make a good introduction to my project.” – Yan Deng

“It was definitely nerve wrecking at times. However, by this point in the program, I think us cohort members start viewing ourselves as a productive, contributing members of the field rather than students trying to play catch up, so I also viewed it as a chance to show what I could do as an educator.” – George Minchillo

“I felt great since it was a showcase of all my work, and I was happy to share my project with the cohort and faculty. It was a final milestone, and I tried to do my best for the audience to be interested and engaged in what I was presenting.” – Iryna Zagoruyko

How does it feel to know that you have the presentations behind you?

“I feel good because this was an opportunity to share what I have been engaged in for so long with the audience. After doing so many things during my time in LTS, I still felt supported when preparing for the presentations.” – Lin Zhu

“I feel free at last! However, I do think back to some parts of my presentation that I think could have gone better.” – Heidi Shi

“After doing the 2 year option and finally getting to the end of my final project and presentation, I feel exhilarated, excited, and exhausted! I’d been working on my project for a long time and it has morphed and evolved throughout my time in LTS. To present it in its final form in front of my peers, faculty, friends, and family was such an amazing feeling.” – Becky Lawrence

“It is always a bit sad to be done with anything in life. But, I feel that I did everything I could in my project, and hope very much that it could be useful in teaching mixed classes of Russian. I hope activities from my project will be implemented in the REEES curriculum here at the UO.” – Iryna Zagoruyko

What were the most difficult or the easiest parts of giving the presentations?

“I really tried to focus my presentation on entertaining the audience. I tried to leave out most of the minor details, and instead focus on showing the more ‘flashy’ parts of my project.” – Dan White

“The easiest part for me was making the draft of the slides, because I have so many things that I can pick and choose from my whole project to put in the presentation. The most difficult part was tackling audience questions, because some of them were unexpected!” – Lin Zhu

“The easiest part for me was actually having the chance to show my project! The hardest part was having a lot of information, and choosing which ones I should include in the presentation.” – Yan Deng

“For me, the most difficult part was having the confidence in the work I had done, and in portraying myself as an ‘expert’ in front of experts. The most useful part of the presentation was receiving additional feedback from peers and faculty that could be implemented in the final revisions of the project.” – George Minchillo

Any suggestions for future cohorts?

“For future cohorts, I would advise you to start thinking of project ideas early. Be creative, and try to combine your passions and interests with sound language teaching pedagogy. Take advantage of the built-in support of a cohort system, and ultimately just enjoy the process, because it will fly by before you know it!” – Becky Lawrence

“Prepare ahead of time, practice at least five times, and don’t make the slides too text-heavy! Be confident in yourself :)” – Heidi Shi

“Have confidence in the work you’ve done. You will undoubtedly be one of the most well-read and knowledgeable people about your context and materials in the room!” – George Minchillo

“Even though at this stage in the program, you will have completed 98% of your project. However, adequate time should be set aside to prepare for the presentation.” – Lin Zhu

“Enjoy the moment! Be nice to your cohort! They will be the greatest wealth in your academic life.” – Yan Deng

“Definitely be serious about your project! View it not only as an exercise, but strive to do everything possible to ‘break the ground’ in your field and context. Do not underestimate yourself – you have all the potential to create great activities/course designs for somebody to use in their teaching!” – Iryna Zagoruyko

A Fond Farewell

No matter where we go, and no matter what we do in the future, let’s always remember and think back to the knowledge, experience, and camaraderie we shared with one another as we grew into professional educators together. Even if we lose contact, or never find ourselves in a shared space again, we can always provide inspiration to one another to achieve our best, and to work hard to mold the world of academia as we see fit! For these reasons, I believe it is not necessary to say goodbye, but simply to say good luck to the 2016 – 2017 LTS cohort. I know we will all move on to do great things!

Thank you to my cohort members for all of their support! I hope to see you all again soon.
George Minchillo

“Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt. The limits of my language are the limits of my world.” – Ludwig Wittgenstein

July 28, 2017
by gkm
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Student Spotlight – Adam Li

Student Spotlight – Adam Li

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.

 

July 21, 2017
by gkm
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Student Spotlight – Iryna Zagoruyko

Student Spotlight – Iryna Zagoruyko

Tell us about yourself! Where are you from? What kind of work have you done? Do you have any hobbies?

My name is Iryna Zagoruyko and I am originally from Ukraine. I moved to the U.S. 5 years ago. I got my first Master’s degree in Business Administration in Ukraine. After graduation, I worked as a manager of foreign economic relations at the Korean International Company in the capital of Ukraine, Kyiv. Also, in Ukraine I worked as an Interpreter of English for foreign economic delegations. After I moved to the U.S., I worked as a student specialist in the ESL Department at Lane Community College in Eugene. After that, I did my second Master’s degree with the Russian, East European, and Eurasian Studies Department at UO, simultaneously teaching first- and second-year Russian courses as a GE for two years (2014-2016). Being a Russian GE really changed my life goals: I understood that language teaching is my passion and decided to receive more knowledge on that. Now I am a graduate student at the LTS program of the Linguistics Department of the UO, and plan to receive my third Masters’ degree in language teaching this Summer.

This year was quite intense for me. Juggling being a graduate student in the intense LTS program, working at CASLS, and having a small baby (who was born three weeks after I started the LTS program) was quite a challenge. I did not manage to have a lot of free time for hobbies or interests and had to plan smartly to balance all aspects of my life. But every spare minute I have I try to spend with family: my baby and my husband. We really enjoy hiking together, going to the coast in Florence, and just being together at home.

Could you tell us more about your GE position at UO?

This year I was a graduate employee (GE) at CASLS (Center for Applied Second Language Studies) at UO. I worked on the Russian version of CASLS’ Bridging Project, a year-long hybrid course centered on exploring student identities. This project encourages students with high levels of proficiency, especially heritage students and those who graduate from immersion programs, to continue language study at the college level, which has become increasingly more challenging. CASLS is a great environment where people support and value each other. It was a big honor for me to work in such a highly-valued and highly-recognized National Foreign Language Resource Centers as CASLS. I truly believe that work which is done at CASLS will improve teaching and learning of world languages.

Could you tell us a little bit about the ideas that you have for your Master’s project?

My master’s project is called “Marching to Different Drummers: Differentiated Instruction for Teaching Mixed Classes of Heritage and Non-Heritage Learners of Russian with Motivation in Mind.” The motivation for this project is to offer language teachers access to the concepts of differentiated instruction, and strategies for applying it to their specific teaching context – mixed/homogeneous classes of heritage and non-heritage learners of Russian of novice to intermediate levels of proficiency.

What is the most valuable thing that you’ve learned during your time at the UO?

Probably, that we, LTS students, are all in a perfect place to gain very valuable knowledge on teaching which we can later apply in our lives. Professors in the LTS program possess extremely high levels of expertise in language teaching and offer us great support. Being a part of a single cohort of LTS students who are taking the same classes and doing the same projects together is really fun.

June 30, 2017
by gkm
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Student Spotlight – Jiyoon Lee

Student Spotlight – Jiyoon Lee

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.

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!

March 1, 2017
by gkm
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Student Spotlight – Christopher Meierotto

Tell us about yourself! Where are you from? What kind of work have you done before joining the LTS program?

Home is where I have loving family and close friends. I’m originally from the foothills of Colorado, but I’ve bounced between there, Germany, Austria, and South Korea before moving to Eugene with my wife, Jiyoon, last year for school.

Growing up the Rockies, I’ve always loved being outdoors among nature. I like to snowshoe, camp, backpack, fish, and climb mountains. I spent nearly half of my childhood sleeping in tents in nature. I also love reading, cooking, gardening, building things, drawing, and I enjoy taking pictures when the mood hits me. When I have time and money, I love traveling, learning about foreign cultures, and trying to learn foreign languages. Actually, the experiences I had learning foreign languages have directly affected my teaching, and knowing a foreign language even helped me get my first language teaching job.

I’ve had many jobs. My first job, when I was 14, was building hiking trails in the Rocky Mountains. I have also worked in a kitchen, as a mover, a landscaper, in maintenance, for a political party, in an insurance company, and for a TEFL certification program. It wasn’t until about 7 years ago that I got my start in teaching ESL in the Denver area through some local non-profits. Since then, I’ve taught both English and German, and I’ve worked in adult education with immigrants and refugees, in the South Korean public school system, in an intensive English program, and now as a GE for the American English Institute’s matriculated international undergraduate classes.

Each of those teaching contexts has brought with it a different perspective on how language is learned and how connections across cultures are made. I’ve always tried hard to make a connection and build a relationship with my students. Having learned foreign language, having been an exchange student, and having worked in a country where I was a minority have helped me relate to my students’ experiences. I’ve worked with a lot of students from many of different backgrounds, and I always aspire to be a positive influence in their lives. In turn, they’ve always impressed me with their perseverance, and my heart sings when I see them succeed using something that I helped them discover.

Tell us about being a GE with the AEIS program?. What does that entail?

It’s busy. Seriously though, I have nothing but positive things to say about my experience working as a GE for the AEI. They have a wonderful supportive and expert staff, and there are tons of opportunities for professional development offered through the AEI’s programs. I was even able to showcase a unit on teaching debate at an in-house poster session at the AEI which some of the staff have been using in their work. Teaching the AEIS classes is also a perfect opportunity for me to get my feet wet at an American university level of ESL instruction. I taught AEIS 102 – Advanced Academic Oral Communication in the fall, and I’m currently teaching AEIS 112 – Written Discourse III (Research Paper). One benefit of being a GE at the AEI is that I can complement my classes with the research and coursework that I am doing in the LTS program. I am happy that I’m able to incorporate research-backed strategies and pedagogical approaches in my lessons to help our international undergraduates develop the linguistic skills that they need to thrive in the university context. I have also been able to utilize some of the CALL aspects that I’ve learned as an intermediary for supplemental instruction. The synergy created between both places is also really helping challenge me on a new level of instruction and to think beyond my previous language teaching experience, especially on the curricular level, and I am just happy to be a part of both programs.

I will say that working at the AEI as a GE does have its challenges. Being a sole instructor allows me the freedom to take control of the course curriculum so long as it aligns with the course goals, student learning outcomes, and assessment. However, with that, there is a lot that I need to dedicate towards planning and structuring of both the lessons and curriculum, as well as with providing students with useful feedback. Luckily, the methods and pedagogical approaches that I am learning as an LTS student can be directly applied to my courses, and I can develop my curriculum beyond a holistic level. I can see my growth as a language teaching professional, and seeing my students succeed makes the extra effort worth it.

It’s getting close to Master’s project time. Can you tell us a little about the ideas for your project?

My proposed MA project is inspired by my first AEIS 102 course that I taught in the Fall 2016 term. I was looking for authentic materials to use to help my students build listening strategies when I noticed that I kept coming back to public radio broadcasts not only to set the context but also to structure the lessons. When I used them in class, I received a lot of positive feedback from my students, and I was surprised how much of a diverse plethora of contexts and genres that were readily available. Because of this, I decided that I want to build a materials portfolio around using public radio in combination with other multimedia as a complement to a matriculated university oral skills curriculum to teach listening. I want to develop an array of activities that can be used to teach not only the language, but also the paralinguistic language that surrounds it. The project is still in its initial stages, but I’m looking forward to diving into it this coming spring.

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?

I chose LTS for a number of reasons. First and foremost, when I started to look at graduate programs a few years back, I reached out to Dr. Keli Yerian while I was teaching in Korea. She helped to put into perspective the strengths that the LTS program had over other TESOL or theoretical linguistics programs. I liked that the degree focused on language teaching, and with that, I’ve been able to work on English, German, and a little bit of Korean in my coursework. Also, the multilingual approach meant that I would be able to work with a highly diverse and international cohort. This aspect allowed both my wife Jiyoon and I to apply and study together even though our language focus is different. I was also attracted to the fact that the program highlighted implementing technology into the language classroom and language assessment. I knew that these two aspects would be integral in my professional development. A final reason why I chose the LTS program is because of the other resources available on this large campus. I am currently taking an elective on grant proposal writing that I’m sure will help me to find funding for any future non-profit language programs that I decide to volunteer or work for.

In the terms to come, I am looking forward to learning about assessment and how to teach pronunciation. Looking at my teaching now, I know that I need work in both of these aspects. I am also excited for the opportunity to start working on my MA project. The nice thing about being a student here at UO, especially in the LTS, is that opportunities open up for students all the time.

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.

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