LTS

Language Teaching Studies Blog Site at the University of Oregon

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

 

Farewell to your ‘Inauthentic Chinese’: A Materials Portfolio for Improving CFL Learners’ Pragmatic Competence by Heidi Shi

 

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.

October 12, 2016
by gkm
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Student Spotlight: Devon Hughes

Student Spotlight: Devon Hughes

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Devon Hughes is a member of the 2016-2017 LTS cohort from Dunn, North Carolina. Before joining the MA program, Devon worked at a law firm in New York where she lives with her husband (when not in Eugene, of course). Her teaching experience prior to her move to Oregon includes a 2-year placement in Madrid, Spain where she worked for the Ministry of Education teaching English to elementary school students. Devon graduated from Davidson College in 2010 with a Bachelor’s in English.

  • Tell us about yourself! What do you like to do in your free time?

I spend my free time exploring wherever I am: FaceTiming with my husband back in New York, cooking, playing piano and singing, reading, learning how to weight-lift, and catching up on and writing for Misadventures Magazine, an adventure magazine by and for women. I recently wrote a poem (using what I studied in undergrad!) about adjusting to life in grad school so far away from home and loved ones. Feel free to check it out here.

  • Tell us about Women Teaching Women and future plans you may have.

After being out of school for 5 years and working a few jobs unrelated to TESOL, I started to become restless. I found myself daydreaming about teaching. When I envisioned my “ideal” classroom, I realized it was always the same: women of various language backgrounds learning English together in an engaging, warm, and intellectually stimulating environment. One day, I finally decided to see if such a school, institute, or company already existed where women taught other women English. So, as you do when you have a question, I googled it – “women teaching women English.” The first search result was a free downloadable textbook, created by the University of Oregon’s American English Institute (AEI) for the U.S. Department of State in collaboration with a non-profit in Lebanon whose primary aim is to empower Lebanese women. I appreciated how this non-profit viewed English education as just one of many tools for female empowerment. Months later, as I was narrowing down my graduate school search, I remembered the Women Teaching Women textbook and the University of Oregon, and I decided to apply to the LTS program.

What’s been really great about this program so far is how, almost immediately, I was able to research and write about my area of interest for my classes, connect with the professor who took the lead on the Women Teaching Women textbook project (Dr. Leslie Opp-Beckman), who in turn connected me with the director of the non-profit in Lebanon. I’ve only just begun my time here in Eugene, but I’m already being encouraged by the program faculty to ask questions, make connections, and get involved in the field. I can’t thank them enough for their support!

Short-term, I want to continue working the vision of my “ideal” classroom into the questions I explore in my research papers and the lesson plans I create, and hopefully that will aid me in my Master’s project. I have a hunch that it will be about the possible benefits of women teaching women English and what the opportunities in that specific classroom could be. Long-term, really, who knows? I look forward to seeing what opportunities may arise through my connections with the LTS program and the AEI, be it the chance to work on materials for the non-profit in Lebanon, going abroad to teach women English language learners, or looking into possible classroom models geared toward women here in the states.

  • You’re a GE (Graduate Employee) for the American English Institute 2016-2017 school year. What is that like?

Exhilarating! After being out of the TESOL classroom for 4 years, it’s great to be back and have a classroom full of English language learners! It’s a lot of work balancing teaching every day at the AEI with a full load of Master’s level classes, grading papers, lesson planning, homework. But it’s the work I want to do! I feel like having those years outside of the classroom gave me the energy I needed to dive right back in. Perhaps I’m in over my head, but I’m really thankful for the opportunity to work in the field I’m trying to get back into as a way to finance my education. What’s really cool is how, every day, what I’m covering in my LTS classes can be turned right back around and applied in my AEI Oral Skills class. Some of it is trial and error, but I think that’s necessary for any type of learning.

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

I’m most excited to learn about how to be a “great” teacher. I’ve always studied my teachers, taking mental note of what makes them great in my opinion, so I’m curious to discover what are those elements for successful teaching, according to the research and practice in the field.

 
Video Blog Update!
We checked in with Devon to see what else she’s learned from participating as a GE for the AEI over the past few terms. Watch here to see how her experience has progressed until now!

 

 

 

 

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