Sue Yoon completed her MA in Language Teaching Studies in 2017. She started as an undergraduate student at the University of Oregon who took a few Second Language Acquisition and Teaching (SLAT) certificate courses and got hooked on language teaching and research. She also earned a concurrent MA in the East Asian Languages and Literatures Department while at UO.
Sue about to start her Ph.D. program at the University of Hawai’i
What have you been doing since you graduated with your concurrent MA degrees from LTS/EALL?
After I graduated with my concurrent MA degrees from LTS and EALL in 2017, I went back to Korea, hoping to gain language teaching experiences outside the university setting. While I was in Korea, I luckily had the opportunity to work at an English learning center. The students who visited the center were mostly 4th to 6th grade students from local elementary schools. The center offered programs in which students learned English in a short-period (5-10 days) immersion setting. During the day, students usually had some content classes, such as peace, culture, eco, UNESCO heritage, and UN SDGs classes, and they participated in games and activities in the evening. In the meantime, I was admitted to the University of Hawai’i at Mānoa, and I have entered their PhD program in Korean language and linguistics this Fall term.
Sue (bottom right front) at the Global Peace Village in S. Korea
What did you enjoy while working as an English teacher in Korea?
I particularly enjoyed teaching English in an environment where the learning of English grammar was not the focus. I had a lot of fun teaching a variety of subject areas in English, and it was great to see how students enjoyed learning English integrated with other content subjects. It was also a great opportunity for me to design lessons and activities to teach content from other subject areas in the target language. From this experience, I have learned that students can learn much more when the content is relevant to their own lives and interests and that the learning environment plays a critical role in language learning.
In what ways did your MA degree(s) prepare you for this position?
Since the target learners were mostly young students, it was very important to provide them with a lot of fun interactive classroom activities and games to keep them focused and interested. What I learned from Dr. Laura Holland’s LT 537 was particularly helpful because I had gained a lot of ideas for short and long classroom games and activities for different themes from the course. Also, learning what to take into consideration when designing a lesson and how to effectively sequence activities within a lesson from Dr. Keli Yerian’s LT 436 and other LT courses definitely helped me when developing lesson plans and class materials.
What are your plans for the next few years?
I have just moved to Hawaii for a PhD program. While pursuing a PhD degree at the University of Hawai’i at Mānoa for the next few years, I will also be teaching Korean language classes at various levels at the university and participating in a variety of events related to Korean language teaching and learning.
What topics are you hoping to pursue in your PhD program?
I have been very interested in multimodal analysis of Korean conversation. I would like to research the role of nonverbal communication cues that have not yet received attention, such as nonverbal speech sounds like hisses and oral and nasal fillers, in relation to (im)politeness and speaker stances. I also hope to develop pedagogical materials to bridge the perceived gap between recent theoretical findings of Korean linguistics and Korean language pedagogy.
Do you have any last advice for current or future LTS students?
I consider myself very lucky to have met Dr. Keli Yerian in LT 436 class and joined the LTS and EALL graduate programs. I really appreciate all the opportunities I had during my studies at the University of Oregon. All of the faculty members that I have met were always willing to help and support each student in the program. So don’t be afraid to ask for help when you are struggling with something!
LTS 2016 – 2017 Cohort Final Presentation: A Brief Summary
As the 2016-2017 LTS program comes to a close, the presentations are finished and the finalized projects are rolling in! As this year’s cohort gets ready for their next big adventures in the wilds of language teaching around the globe, this final blog post for the Summer 2017 term will provide a brief glimpse of the hard work and dedication the graduates have put into bettering themselves as language educators, and into bettering the world of language education as a whole. If you missed out on the presentations this year, here is a small gallery of snapshots of each presenter’s work!
Women Teaching Women English: A Contemporary Women Writers Course for Female English Language and Literature Students in Egyptian Universities by Devon Hughes
Academic Writing Skills for International Students of Chemistry at a U.S. University by George Minchillo
Marching to Different Drummers: Teaching a Mixed Class of Heritage and Non-Heritage Learners of Russian with Motivation in Mind by Iryna Zagoruyko
Korean as a Second Language for English Speaking Husbands: a Multi-cultural Family Situation-based Curriculum by Jiyoon Lee
An Adaptive Place–Conscious Ichishkíin Materials Portfolio by Joliene Adams
Crafting a Brand in English for English Language Learning (ELL) College Athletes by Juli Accurso
Using TBLT to Address Locative Phrase Word Order Transfer Errors from English L1 to Chinese L2 by Lin Zhu
Deciphering the Cryptogram: A Word Puzzle Supplement to Traditional Lexicogrammatical Acquisition by Dan White
Using Literature to Develop Critical Thinking and Reading Skills in an EFL Class at University by SeungEun Kim
Integrating Service Learning into University Level Spanish Heritage Language Classes in the United States by Valeria Ochoa
A Career Exploration Course in Mandarin Chinese for Young Learners in East Asia by Reeya Zhao
Using Graphic Novels and Children’s Literature Books in U.S. 2nd year CFL University Courses by Yan Deng
Creative Writing in the Digital Age: A Course Design for Intermediate ELLs Majoring in English at an American University by Becky Lawrence
Using Podcasts to Teach Academic Listening for International Undergraduate Students through Metacognition: A Flipped Portfolio by Chris Meierotto
As a means of “paying forward” all of the help and support that we received from our professors, fellow classmates, and previous cohorts, the 2016-2017 cohort wrote up a short collection of thoughts and suggestions for future/prospective students regarding the final presentations:
How did it feel leading up to the presentations?
“I was able to learn a lot from the other presentations I saw. I learned how to make a good introduction to my project.” – Yan Deng
“It was definitely nerve wrecking at times. However, by this point in the program, I think us cohort members start viewing ourselves as a productive, contributing members of the field rather than students trying to play catch up, so I also viewed it as a chance to show what I could do as an educator.” – George Minchillo
“I felt great since it was a showcase of all my work, and I was happy to share my project with the cohort and faculty. It was a final milestone, and I tried to do my best for the audience to be interested and engaged in what I was presenting.” – Iryna Zagoruyko
How does it feel to know that you have the presentations behind you?
“I feel good because this was an opportunity to share what I have been engaged in for so long with the audience. After doing so many things during my time in LTS, I still felt supported when preparing for the presentations.” – Lin Zhu
“I feel free at last! However, I do think back to some parts of my presentation that I think could have gone better.” – Heidi Shi
“After doing the 2 year option and finally getting to the end of my final project and presentation, I feel exhilarated, excited, and exhausted! I’d been working on my project for a long time and it has morphed and evolved throughout my time in LTS. To present it in its final form in front of my peers, faculty, friends, and family was such an amazing feeling.” – Becky Lawrence
“It is always a bit sad to be done with anything in life. But, I feel that I did everything I could in my project, and hope very much that it could be useful in teaching mixed classes of Russian. I hope activities from my project will be implemented in the REEES curriculum here at the UO.” – Iryna Zagoruyko
What were the most difficult or the easiest parts of giving the presentations?
“I really tried to focus my presentation on entertaining the audience. I tried to leave out most of the minor details, and instead focus on showing the more ‘flashy’ parts of my project.” – Dan White
“The easiest part for me was making the draft of the slides, because I have so many things that I can pick and choose from my whole project to put in the presentation. The most difficult part was tackling audience questions, because some of them were unexpected!” – Lin Zhu
“The easiest part for me was actually having the chance to show my project! The hardest part was having a lot of information, and choosing which ones I should include in the presentation.” – Yan Deng
“For me, the most difficult part was having the confidence in the work I had done, and in portraying myself as an ‘expert’ in front of experts. The most useful part of the presentation was receiving additional feedback from peers and faculty that could be implemented in the final revisions of the project.” – George Minchillo
Any suggestions for future cohorts?
“For future cohorts, I would advise you to start thinking of project ideas early. Be creative, and try to combine your passions and interests with sound language teaching pedagogy. Take advantage of the built-in support of a cohort system, and ultimately just enjoy the process, because it will fly by before you know it!” – Becky Lawrence
“Prepare ahead of time, practice at least five times, and don’t make the slides too text-heavy! Be confident in yourself :)” – Heidi Shi
“Have confidence in the work you’ve done. You will undoubtedly be one of the most well-read and knowledgeable people about your context and materials in the room!” – George Minchillo
“Even though at this stage in the program, you will have completed 98% of your project. However, adequate time should be set aside to prepare for the presentation.” – Lin Zhu
“Enjoy the moment! Be nice to your cohort! They will be the greatest wealth in your academic life.” – Yan Deng
“Definitely be serious about your project! View it not only as an exercise, but strive to do everything possible to ‘break the ground’ in your field and context. Do not underestimate yourself – you have all the potential to create great activities/course designs for somebody to use in their teaching!” – Iryna Zagoruyko
A Fond Farewell
No matter where we go, and no matter what we do in the future, let’s always remember and think back to the knowledge, experience, and camaraderie we shared with one another as we grew into professional educators together. Even if we lose contact, or never find ourselves in a shared space again, we can always provide inspiration to one another to achieve our best, and to work hard to mold the world of academia as we see fit! For these reasons, I believe it is not necessary to say goodbye, but simply to say good luck to the 2016 – 2017 LTS cohort. I know we will all move on to do great things!
Thank you to my cohort members for all of their support! I hope to see you all again soon.
“Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt. The limits of my language are the limits of my world.” – Ludwig Wittgenstein
Tell us about yourself! Where are you from? What kind of work have you done?
Hello, my name is Adam (天天). I come from a small city with over 2,500 years of history – Kaifeng, China.
Becoming a foreign language teacher has always been a dream I am enthusiastic about. Before coming to the US, I got my bachelor’s degree in Teaching Korean as a Foreign Language in South Korea. After graduation, I did different types of jobs including Chinese teacher in a Korean academy and liaison of international affairs in a Chinese college.
You are also completing a degree with the East Asian Languages and Literatures department. Can you tell us about what brought you to the LTS program?
I started my studies at the U of O in 2015, with my first major Korean Linguistics. Knowing that I have interests in language teaching, my advisor Professor Lucien Brown suggested me taking classes in the LTS program in order to fulfill my graduate requirements. However, what I learned from the first course – Curriculum and Teaching Material Development was way beyond my expectation. Realizing the tight connection between my first major department and LTS, I went on taking more courses in both programs. In summer 2016, with the help of the program director Professor Yerian, I got accepted by LTS as a concurrent degree student. Courses I took in the LTS program have strongly helped me to achieve my career goal. Those courses refreshed my mind with teaching methodologies, second language learning theories and other skills that I hadn’t thought about or been aware of.
Could you tell us a little bit about the ideas that you have for your Master’s project?
This summer, I am going to finish the draft of my Master’s Project for LTS. This research report shows evidence that what affects the judgement on accentedness of second language learners from Korean native speakers are the errors in applying “pitch pattern” of phrases.
Could you tell us about any internships or GE positions you’ve had at the UO?
In addition to my studies, I am also enjoying a couple of opportunities to apply the skills I have learned from the classes. During weekdays, I teach beginner level Korean as a Graduate Teaching Fellow. The class consists not only American students but also a large portion of international students who are also interested in Korean language and culture. Every Friday afternoon, I meet kids in the Edison Elementary school for a Chinese Language and Culture Club. This after-school club offers Grade 3-5 kids the chance to experience very authentic Chinese culture as well as tons of fun games. In both classes I feel rewarded for seeing students loving the activities I design and the language and culture I share with them.
Tell us about yourself! Where are you from? What work have you done? Any hobbies?
I was born in Cheongju, South Korea, but when it was time to go to university, I moved to Seoul, and I lived there for almost ten years. I majored in Korean language and literature and journalism, and in my last year of university, I got the Korean language teaching version of a TEFL certificate at another university. After graduation, I started working teaching both Korean and English to speakers of other languages at a community welfare center and an NGO. I also worked in program administration managing language classes and tests at a university and at a couple foreign resource centers for the city of Seoul. During that time, I met my husband Chris, and we decided to move to America and apply for graduate schools. We spent almost nine months in Denver, Colorado before coming here to Eugene.
I have quite a few hobbies. I really enjoy going to see movies in the theater. My favorite movies are horror movies and thrillers like the Korean movie The Wailing(곡성) or the original Texas Chainsaw Massacre, but I like romantic comedies too. I also like baking and cooking. I always find baking to be a good stress relief when school gets too stressful. Recently, I’ve also started gardening. This is the second year in a row that we planted a vegetable garden in our backyard. I’m surprised how well we can grow tomatoes and other vegetables in our garden.
What was your experience being a Graduate Employee for the Korean department at the UO like?
Being a GE at UO was a great experience. This was the first time that I was able to teach Korean outside of Korea, so working with the undergraduate students was a lot of fun. But, I have to say that being a student and a teacher at the same time is pretty challenging. I think the biggest challenge was adapting to a new student culture. To be honest, it was a bit intimidating at first. However, if I look back at my experience, I can see how the LTS program helped me improve my teaching ability and build my confidence over the two terms I was a GE. I learned a lot about second language teaching in my LTS courses, and I was able to use that information to help improve my teaching. Also, the cohort and the faculty from both the LTS, and East Asian Languages and Literatures departments were really supportive and they gave me some good advice for some of the challenges I had while teaching. I still see my former students around campus or in Eugene, and they always politely say “hi (안녕하세요)” to me by bowing and speaking in Korean. I’m always impressed by their correct honorific usage and culturally appropriate behavior, so I can tell that they had a good GE teacher. 😉 I’m looking forward to teaching them in second year Korean this fall.
Could you tell us a little bit about what you are focusing on for your Master’s project?
Actually, I’m pretty busy right now because I’m working on both my MA project and a publication with Dr. Brown in the EALL department about Korean speech-style use in the marketplace. Luckily, I’ve been able to focus a lot of my LTS coursework on my MA project.
For my MA project, I’m designing a Korean as a second language course for English-speaking husbands of Koreans living in Korea. When I got married to Chris, I saw that the language that he was learning in the textbook and in his Korean academy wasn’t really helping him communicate with my family or to perform daily tasks in Korean society. I belong to a forum of Korean women who are married to foreign spouses, and they often say similar things about their husbands. So, I found a need, and I’m designing my project to fulfill the need of teaching functional survival language skills and sociocultural competence for English-speaking husbands of Koreans. It’s a lot of fun to think about new ways to help the husbands learn about Korean family communication using problem-based learning.
What is the most valuable thing you have learned since joining the LTS program?
I can’t really say that something is the most valuable because I’ve learned a lot of valuable things in this program. Of course I’ve learned a lot of practical aspects about teaching language and about developing assessments and language courses, but I’ve also learned a lot about the purpose of a cohort. I wasn’t familiar with the cohort system until I came to UO, but I think the cohort is a really amazing thing because everyone is very supportive of each other. I’m pretty shy and introverted in general, but I’m amazed at how many people help me by giving me feedback on projects or assignments, or when I give presentations. Their support has helped me to build confidence in myself as a non-native English-speaking graduate student. Graduate school is hard, and I think it’s even harder as an international student because of the linguistic and cultural differences, especially for someone who hasn’t had experience studying in an English-speaking university like me. However, just by being in classes with the cohort makes me feel like we are all in it together, and it helps to motivate me to continue to work hard in my studies. Also, the faculty has all been really kind and helpful, and I value how much they have supported my development as a Korean teacher, and in helping me find opportunities.
Tell us about yourself! Where are you from? What kind of 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.
Tell us about yourself. Where are you from? Where have you worked? Any hobbies?
My name is Dan White, and I was born and raised in Portland, OR, USA. I definitely fall under the “nontraditional student” category. Out of high school, I worked random customer service jobs, until, one day I realized I was not living up to my potential. I decided, on a whim, to join the military. I joined the US Army as an ammunition specialist and shipped off to basic training in 2006. The Army had me all over the US as well as spending a year in Korea and nine months in Iraq. I finished my contract with the Army and started school at the University of Oregon in 2010. I received my BA in Linguistics in 2013.
I had applied for the LTS program for the fall of 2013, but I decided to pursue some work experience by heading off to Korea to teach English. This was my second stint in Korea, but my first was spent with the U.S. Army, so I did not really get a chance to fully enjoy my time. The second time, I focused on learning the language and culture and truly experiencing every part of Korea. I made lifelong friends, and started a new hobby that is now a major part of my life: solving Rubik’s Cubes competitively. I started learning as a way to pass time, but I soon realized that I had an aptitude and passion for these puzzles. I incorporated them into my English classroom, and I used my after-school classes (where the curriculum was entirely up to me) to teach Rubik’s Cubes to my students. I used English to teach them how to solve the puzzle. This has become a vital part of my teaching methodology. I truly believe the best way to learn a language is not to focus on the language itself, but to focus on completing a task that is of particular interest to you. Then you are not learning the language simply to learn it, you are learning an entirely new skill and the language is simply the medium you are using to acquire that skill.
After three years in Korea, I recently came back to the United States in September of 2016, and I started in the LTS program in the Fall of 2016. I am still adapting to living in the United States again, and I am very excited to continue pursuing my education. I love teaching, and I want to do everything I can to become the best language teacher that I can.
You had an internship opportunity to work with students from Saint Gabriel’s College in Bangkok, Thailand. What was that like?
I had a wonderful opportunity to work with a group of high school students from Thailand. I could immediately tell that they were very special. I taught them over the course of two weeks. Rather than focusing on language courses, I taught them cultural courses. I had a lesson on comedy and a lesson on expectations vs. reality. Their trip culminated in a presentation to LTS students in Dr. Trish Pashby’s “Teaching Culture and Literature” class. Prior to the actual presentation, we had a practice presentation. The students did well, but I gave them a lot of feedback. Their English was fine, but they needed to work on their presentation skills. They primarily lacked in smooth transitions from speaker to speaker and visually-appealing slides. The difference between their practice presentations and the presentations given in class was night and day. I was so proud to see the way they took my advice to heart and poured everything they had into their presentations. It was one of the most rewarding experiences that I’ve had as a teacher.
Talk to us about working with the Fulbright Scholars.
Mixed in among our LTS students in various classes are some amazing minds from across the world. We are lucky enough to share our Literature and Culture class with four Fulbright Scholars. Fulbright Scholars work on special scholarships to study in the United States while also teaching their native language and culture. The four we have are from Kenya, Pakistan, Vietnam, and Thailand.
I had the opportunity to select some students for a lesson demonstration in my Multiliteracies course. I decided to invite all four of them, although I only needed to demonstrate my lesson for two students. All four showed up, and I taught them a lesson on American comedy. We discussed different comedy styles, I showed them various examples of American comedy. We also analyzed a specific comedy sketch, looking at various elements (camera angles, music changes, language choices) and discussed how they added to the comedic element of the video. Then they attempted to create their own comedic sketch.
The lesson was very challenging, but the Fulbright scholars were more than up for the task. I was very impressed with how patient and receptive they were to my lesson. I think teachers make very good students as they know the challenges that a fellow teacher faces, and I was definitely lucky to have them in my class. I also felt that they benefited a lot from this lesson as comedy is an extremely difficult topic to understand for second-language learners as there are both linguistic and cultural hurdles. Overall it was a great experience with them.
You’re also an intern with CASLS, right? What can you tell us about that?
I am currently working as an intern with the Games2Teach project of the CASLS (Center for Applied Second Language Studies) program. My job is to play commercial video games and assess how they can be used by language teachers to facilitate language learning. I look at both language and cultural aspects of these games that could benefit students. I assess the age appropriateness, language difficulty, and overall genre of the games. This experience has been very rewarding, as my master’s project will be focused on developing a language teaching game template that teachers can adapt to their lessons. I have found many elements from the games that I have tested that I would love to incorporate into my own game.
Last but not least, tell us about the Cubing Club!
The UO Cubing Club did not exist, so I decided to go through the steps to start it. Students need hobbies to pass the time, and cubing is a great one. I love teaching people how to solve the cube. I get to see the excitement on their faces when they are finally able to make the last turn that solves the cube. It is a lot like the joy I get in seeing my language-learning students progress. We also help people who can already solve to transition into competitive solving. They can learn larger cubes (4×4, 5×5, etc), or they can add new tricks to the normal 3×3 (blindfolded solving, one-handed solving, etc). Meeting with the club is a great stress reliever for me. I hope the club continues to grow throughout my time here at UO. If you are interested in joining, look up “UO Cubing Club” on OrgSync!
SeungEun Kim is originally from Korea. Like Sue Yoon (see our earlier blog post in November), she is pursuing an MA in LTS and an MA in East Asian Languages and Literatures at the same time.
You were an English major before entering the LTS program. What attracted you to English?
English was the first language that I fell in love with. So majoring in English was the one thing that I really wanted to do no matter what. Since I like reading literature in both Korean and English, I wanted to spend my undergraduate years reading and exploring my thoughts about the books that I read, and being an English major really made my dreams come true. I was able to spend my years as an undergraduate reading a lot of books, but more importantly, I learned how to read literature from more critical perspectives. I am glad that I have a background in English literature from my years as an undergraduate since I believe it has prepared me for how I will go about educating my future (language) students.
Now you are doing two concurrent MA degrees in LTS and East Asian Languages and Literatures (EALL). How did you shift over to a love of Korean as well?
Since being a foreign student here in America, I am proud that my national language of Korean is being taught here. I think my patriotism and love of my culture motivated me a lot to want to teach Korean. Also, as a bilingual speaker, I wanted to be more available to others who are learning Korean. Since I am a native speaker of Korean, I thought it would be great if I could be a source for those studying the language here.
What do you like best about teaching at the university?
I am thankful that I have the opportunity to teach Korean at a university in America. This opportunity has allowed me to collaborate with both international and American students together in my classes. Although my students are from different countries and cultures, and speak different languages, it has been great to see how they come together as Korean language speakers. When the students have the will to learn Korean, their passion for the language and love of Korean culture and literature really boost their improvement and are a great source of motivation. Moreover, teaching at the university is even more special to me because not only can I teach, but I can continuously increase my knowledge as well.
What is your idea for your MA project you will do in LTS?
I am interested in teaching language using literature. I am researching how literature as an authentic material should be used in the language classroom and appropriately chosen depending on the students’ language proficiencies.
What advice would you give applicants who might want to do concurrent MA degrees like you are?
The first advice I would give someone, based on my own experiences, is to believe in yourself when you are very busy and things are extremely stressful from all the classwork that you have to do. You need to stay strong, keep a positive outlook, and believe in yourself that you can do it. Know that you are not alone, and that there are people like the LTS program director, your advisors, and other teachers who are here to help and support us.
I teach courses on Korean and East Asian linguistics in the department of East Asian Languages and Literatures (EALL). LTS students who are interested in teaching East Asian language often take our courses as electives, and I sometimes advise LTS final projects. Also, we currently have two students who are doing concurrent MA degrees in LTS and Korean Linguistics and Pedagogy in EALL.
Are the classes you teach related to your own research?
Very much so! I’m interested in socio-cultural language learning and teaching, and I incorporate these perspectives into my second language acquisition and pedagogy classes, such as EALL 542 Second Language Acquisition of Chinese, Japanese and Korean and EALL 543 Chinese/Japanese/Korean Pedagogy. I also research multimodal aspects of politeness in Korean, which relates to my class EALL 586 East Asian Sociopragmatics.
What advice would you give to applicants who are considering a concurrent MA degree in EALL?
First, remember that the EALL deadline for grad admission is earlier than the LTS date (EALL January 1, whereas LTS is February 15)!
In your application it is really important to articulate a clear reason for wanting to do a concurrent degree and be a member of both programs. From our side, we really want to see a clear reason or goal for wanting to study Korean linguistics and pedagogy.
Many Korean students who apply to LTS focus on English language teaching (EFL), but some of them also become interested in teaching Korean. Why do you think this happens?
In Korea, the idea of foreign language teaching is focused so much on Koreans needing to learn English, and the awareness that people from other countries need to learn Korean is not so high. But coming here broadens student’s horizons. Korean students get to know about our strong Korean language program, and meet students who are learning Korean as a second language, possibly for the first time. They get to see the importance and value of Korean language education. Besides, even if you plan to become an English teacher, having experience of teaching your native language (Korean) will give you a different perspective on what it means to teach and learn a second language.
What do you enjoy about working with graduate students?
You are doing concurrent MA degrees in both Linguistics with a language teaching specialization (LTS) and East Asian Languages and Literatures (EALL). Can you tell us why you chose to do both degrees? How do you benefit from each department?
I got my undergraduate degree in linguistics from the University of Oregon and wished to continue studying linguistic characteristics of my native language in depth. I believed that having sufficient knowledge of linguistics would benefit me as a language teacher, which has always been a dream of mine, so I decided to apply to the M.A. Korean linguistics and pedagogy program at the University of Oregon as well as to LTS. I really enjoyed learning different language teaching techniques and approaches from a variety of LT courses at the undergraduate level, and they helped me broaden my perspective of language teaching to a large extent. I certainly benefit from both programs in many different ways. They perfectly match my areas of interest and allow me to develop a deeper understanding of language teaching and the Korean language system in order to become a more successful Korean language teacher. It is also intriguing to learn both theoretical knowledge and practical knowledge from the two programs.
What do you like best about teaching at the university?
There are a number of benefits of being a language GTF at the University of Oregon. First of all, I can gain professional knowledge about my fields of interest and more teaching experience simultaneously during my graduate studies. I also find it very helpful to apply what I have learned from the LT courses to my own teaching as the LT courses have certainly helped me understand what makes a good language teacher. Moreover, learning various aspects of the Korean language system from EALL (East Asian languages and literatures) courses helps me to better explain features of the Korean language to my students in the most effective manner when teaching at the university. Finally, I am so glad that I got the chance to meet my awesome students who are learning Korean at the University of Oregon!
For you, what is similar or different about teaching English vs. teaching Korean?
I have taught both English and Korean at a few different places in Korea and the U.S. I found teaching English quite different from teaching Korean. As I was teaching Korean, I have realized that being a native speaker of the language does not mean that it is easier to understand the language system. I learned English as my second language, and this helps me identify and understand areas of potential difficulty faced by learners of English as I underwent the same language learning. I usually feel more comfortable and confident when teaching Korean as it is my native language, but it is sometimes quite difficult to provide my learners with what they really need in order to understand a specific aspect of the language and understand their problems and difficulties from their perspective. However, I have really enjoyed the experience of teaching both languages!
What advice would you give applicants who might want to do concurrent MA degrees like you are?
There are a lot of great courses provided at the University of Oregon, and I believe that being able to do a concurrent MA degree can help students further broaden their knowledge in two different areas of study that they are interested in. It has been a wonderful experience taking a variety of courses and meeting such a great group of people in the two programs!