Hi Sean! Please tell the world a little bit about yourself.
Sean at one of his art gallery shows.
I’m a Kentucky native, but my interest in Chinese carried me away from there to spend a good chunk of my twenties studying in China, and eventually here in Oregon. I remember when I was a kid, I was fascinated by the idea that different people had different ways of speaking and writing, and longed to study foreign language. In high school, I was finally able to study my first foreign language which happened to be German. I enjoyed studying German, but it was only once I was able to study Chinese as an undergraduate that I truly fell in love with another language, and I’ve never looked back. Outside of school, art and in particular, painting, has been one of my life-long passions and I’ve been fortunate to have a couple gallery shows since I moved to Eugene.
You are quite the jack of all trades! So how did you end up in the LTS program?
I believe I first heard about it from the instructor for my Chinese linguistics course here at UO.
What has been your focus in the program?
In participating in this program, my aim has been to gain the tools and knowledge to effectively utilize my experiences learning Chinese as a second language to inform my teaching of the language. I believe my project represents a culmination of this effort, as it addresses a specific need of Chinese learners that’s not accounted for in current curriculum—bridging the gap between English reading and Chinese reading—which I recognized as a problem from my own experiences.
Sounds like a great project! And you mentioned you are a GE (graduate employee) for Japanese literature, how’s that experience been?
It’s been going great. While I’m normally a GE for the Chinese department, teaching in the Japanese department is always a refreshing change of pace, and through the works we read, I get to see the cultural and linguistic exchanges between the two countries throughout history.
Sean presenting at the LTS poster session.
Are you excited to start working on your MA project?
Yes, I really feel good about my project. I’ve received some really positive feedback from Chinese department faculty about the idea, and I think it’s possible it may lead to some serious consideration for adding a Chinese extensive reading course to the curriculum.
Thanks so much for taking the time for this interview! Best of luck in the completion of the program!
Hello Yuri! Please introduce yourself to our readers.
Yuri at work
Dàjiā hǎo! 大家好！Hey everyone – this is Yuri speaking! Here comes a little story about myself!
Born in Shanghai China, I moved to the U.S. in 2010 for graduate studies at the University of Oregon. I started with a Master’s program in Educational Leadership at College of Education. After a year, I was fortunate enough to meet some friends from LTS and found that the program was a perfect continuation of my Bachelor’s study in Teaching Chinese as a Foreign language. Therefore, I decided to study two master’s programs concurrently in 2011 and was so lucky to be able to finish both by summer 2012. Generally speaking, a graduate like me can easily have wanderlust – where there’s a job, there’s a home.
Beijing Trip with Student
Not surprisingly, I moved to San Francisco for my first job, teaching Chinese in an elementary immersion program – the first one in the United States! It was a great year for me when I learned and accumulated a lot from my teaching experience. Yet, I must have became a secret Oregonian. Nostalgia brought me back to Portland in 2013. I started working for a newly established Chinese immersion program in Beaverton. It has been a good five years here. Thanks to all the useful study in LTS, I became the program director after two years of teaching at the school. Then recently I realized that wanderlust perhaps is the true me – just a month ago, I accepted a position at Singapore American School and am going to continue to devote myself to the field of Chinese immersion education. I am excited to realize that it is being a professional of foreign language education that makes us willing to ceaselessly wander the world…
My 1st Grade Science class
Can you tell us more about what you’ve been doing professionally since you graduated from LTS?
I first worked as an associate teacher at Chinese American International School (CAIS) in San Francisco, teaching Chinese in a 1st Grade and a 5th Grade classrooms. After a year, I joined Hope Chinese Charter School (HCCS) in Beaverton and worked as a Chinese immersion teacher as well as the Chinese curriculum coordinator. In addition to developing the Chinese program benchmarks and curriculum for HCCS, I taught students all subjects areas in Chinese from 1st – 4th Grade. In my 3rd year at HCCS, I became the director of the Chinese immersion program and the lead Chinese immersion teacher. My job responsibilities range from program and curriculum development to Chinese faculty mentoring. I also wrote the STARTALK grant and got accepted for two years to implement the student and teacher training programs in Portland, which definitely helped consolidate my skills in language program development.
My 1st Grade Math
So now you are off to your next adventure in Singapore – what will you be doing there, and how does it fit with your future career goals?
I will be teaching in their newly established Chinese immersion program and hopefully make my own contribution to their Chinese teacher professional learning community. Though it seems that it was a step-down move, it will be instrumental as I have never worked at an international school and it is always a field I’d love to explore on my career course. I am always interested in educational leadership at international schools. I believe this will be a necessary transition to lead me toward that goal.
With my LTS studymates
What did focus on while you were a graduate student at UO?
I actually had different yet later connected focuses in my two graduate programs. I focused more on comparative education in my educational leadership program, and teaching strategies for increasing language proficiency in my LTS MA project. With my post-research in Chinese immersion education after graduation, it is so apparent that language education should always be intertwined with cultural learning and studies. The teaching techniques could also be varied or fused between different educational systems. At least Chinese immersion education can speak to that – we teach American students with an American-based curriculum and certain Chinese schooling rituals. I will definitely continue with my research in this area and hope to extend my study into the impact of foreign language education on school systems.
What has ended up being most useful for you as a teacher from what you learned in LTS?
The second language teaching principles and the theories behind second language acquisition vs. language learning are really the essence to help me understand how language proficiency should be developed. I can never forget Celce-Murcia’s representation of communicative competence, which really became the theoretical basis I go by while developing my language teaching strategies. I was able to have a good understanding on the national standards for learning languages, thanks to what I have studied about Communicative Language Teaching (CLT) in some of the LTS courses. In a nutshell, the learning in LTS helped me tremendously in my language teaching career. It was my first time to trust that college/graduate studies can actually greatly benefit the career practice.
Looking back, do you have any advice to current or future LTS students?
No. 1, study well, pay attention to what you are/will be learning with LTS, because whatever you have experienced with LTS could become very instrumental to your language teaching career (if that’s what you choose ultimately).
No. 2, better not neglect the study of the theories and always pilot any strategies that you create with a real class body. I am not an empiricist, neither a rationalist. I believe we should rely on both to reflect back and forth. Sometimes theories inspire a way. Sometimes practice finds the theory. Last but never the least, enjoy what you are learning and what you will be doing as a LTS fellow!
It is my pleasure to spotlight current LTS student Krystal Lyau (2017-18).
Krystal on the California Coast.
Hi Krystal! Please tell the world a little bit about yourself:
I’m from Taiwan. This is my second year in the LTS program. I love fantasy. I can do nothing but finish a fantasy novel or a whole season of fantasy TV series in a day. I think that studying abroad is a fantastic and surreal experience too. We are so far from the world we are familiar with, and every day is such an adventure. It is like being granted another kind of life. For the first six months here, I always had this feeling that I was not sure which life was real, the one that I had left behind or the one I was experiencing at the moment. It is definitely a really scary but also exciting journey, like all the novels I have read.
You’ve been in the program for a year and a half right…How has your experience been? Any particular highlights? What are some key things you’ve learned in your time here?
I’m really grateful that I decided to be in this program. As an international student, the first half year here was the hardest. Not only did we have to keep up with the schoolwork like everyone else did, we also struggled a lot with the language, getting used to the academic environment here and overcoming other culture shock in general. However, the LTS program really made all these things much easier for us. The faculty and cohort have always been really supportive, sympathetic, and tolerant. I think the most important thing I have learned is to be critical but also open-minded about everything. Being in an environment with such a diverse culture and varied perspectives really broadens my horizons. It gives me an opportunity to think differently, and be more creative and liberal.
And I know you were involved with the Chinese Club last term. What was that like?
Krystal in front of Edison elementary school.
It was a brand new experience for me since I have only dealt with high school students before. How to interact with students, to manage the class, to design a lesson is totally different from what I was used to. Last term was especially more challenging than ever, with such a diverse level class, including native speakers, heritage speakers, and novice L2 learners. Classroom management was quite demanding as well because of some students’ lack of learning motivation. Despite all the difficulties, I’m glad that we tried some new things to cope with the problems, like separating the heritage speakers and L2 learners, differentiating the materials, and developing some classroom management routines. It was really rewarding to see that we had finally made some progress.
Krystal teaching students Chinese at Edison elementary school.
Are you excited to start working on your M.A. project?
Yes, it is definitely both exciting and dreadful. I can’t believe I have made it so far and things are getting real now. For my project, I really want to develop something that incorporates what I have learned and experienced as a learner and language teacher in this program. I hope it will be practical and creative. This is like the last chapter of my journey. It is undoubtedly going to be the most challenging part of the story, but I believe it will be worth reading.
Krystal presenting her writing course for LT 548 Curriculum and Materials Development.
Any final thoughts?
I’m really grateful to have the opportunity to be here, thanks to all the support from my family, the faculty and cohort in this program, and my friends. I couldn’t make it by myself. The finish line is in sight. Good luck to all of us.
Krystal enjoying a moment of relaxation.
Thanks so much for taking the time for this interview! Hope you have a great spring term and finale to the program.
It is my pleasure to introduce 2017-18 LTS MA student Lee Huddleston
Lee at Lago Querococha near Huaraz in the Andes Mountains of Peru
Hi Lee! Please tell the world a little bit about yourself.
Hello, my name is Lee and I am a student in the Language Teaching Studies Master’s Degree Program at the University of Oregon. I was born in Ketchikan, Alaska where my Dad worked in a logging camp, but I was raised in Oregon. I love the outdoors: Hiking and camping are major hobbies of mine. I also really enjoy reading (particularly non-fiction history, as well as a variety of fiction books). I received my Bachelor of Arts degree in International Studies and Spanish at the University of Oregon. My first experience abroad was with a high school exchange program in Costa Rica. Then as a senior in college, I studied abroad for a semester in Peru, working simultaneously as a volunteer with at-risk youth in Pachacamac, Peru.
And I know you were in the Peace Corps–how was that experience?
Lee on the picnic island Aferen with his host family taking a rest in between hauling rocks for a project on Moch Island
I served for two years (2014-2016) in the Federated States of Micronesia. My permanent site was Moch Island, a small outer island in the Mortlock island group. Looking back now, I was rather cavalier in my decision to accept that two-year placement after only a brief google search of my future home, but I have never regretted that decision. It turned out to be one of the most amazing experiences of my life.
The impact of this decision hit me the moment I found myself waving good-bye to my new friends from the shore of the mile-long island that would be my home for the next two years. As the motorboat carrying staff members and the other volunteers departed for the next island, I could not help but think about how I was 250 miles away from the nearest place I had ever heard of.
Lee with other Peace Corps volunteers and community leaders conducting a “Camp Boys to Men” summer camp
The Peace Corps was an eye-opening experience in many ways. It allowed me the chance to take on responsibilities, deal with challenges, and learn from mistakes and successes. On the whole, I loved my experiences on the island–they have left me with friends and family who I will treasure for the rest of my life. The skills I learned were equally formative as I navigated challenges of integrating myself into a community, learning skills for the workplace, defining my place in the culture and adapting to the idea that the borders between those things are not always so well defined in small communities.
My job on the island was as a co-teacher, teaching full-time with a local partner. This aspect was a great strength of the program mission as it allowed for mutual learning and cross-cultural dialogue between myself and my local counterpart. As a Peace Corps volunteer I also engaged in a number of secondary projects on my island, including teacher workshops, two summer camps for which I wrote up grants and helped conduct. I also helped conduct student study sessions after school for college entrance exams, and helped with the preliminary stages of building a basketball court for youth development on Moch. It was this experience teaching that stoked my passion for education, bringing me to the point of entering this master’s degree program at UO.
Wow, very cool! And how has the LTS experience been treating you?
LTS has been great so far! My fellow cohort members, the staff, and the courses have been sources of knowledge, wisdom, and enjoyment beyond my expectations. My favorite aspect of this program is how I am able to put into action what I am learning through my work as a graduate employee at the AEI, and other professional development experiences.
What are you hoping to learn/gain from the program?
I joined this program hoping to build a theoretical foundation in current Second Language Acquisition pedagogy and put that into practice with a strong hands-on application of what I learned. While the Peace Corps was a valuable experience, I feel like before continuing on as an English teacher, it is essential that I gain the knowledge, skills, and legitimacy as a teacher that a Master’s degree in the field will give me. This will help me along the way to becoming a better, more prepared, and more qualified teacher. The way I see it, I owe it to my future students to be the best teacher that I can be.
Yes, working as a GE at the AEI has been a great experience. Last term I taught a Discussion 5 course. Being able to apply what I learned in my courses to an actual teaching context and vice versa was extremely beneficial. I had never before worked in a university-level context, so to be able to do so in an environment as supportive as the AEI has been a real privilege. Being able to bounce ideas off of colleagues, having a supportive supervisor, and having all of the AEI resources and facilities available to me are all great benefits of this experience. There have also been challenges, for example implementing a brand-new curriculum that was just developed by the AEI, as well as navigating the ins and outs of teaching a discussion course.
What are your goals for teaching at the AEI this term?
This term I will be teaching a new class, Listening 4, and this should bring with it new challenges that will dictate my goals for this term. One of my goals will be to better utilize Canvas and computer assisted learning to make my course more useful and engaging for my students. Another goal of mine is to try new things in the classroom, varieties of activities, and strategies to address student motivation and communicative competence. After all, one of the great aspects of this opportunity is the chance to try new things, develop myself as a teacher, and learn from these experiences.
Any final thoughts?
I am very thankful for this opportunity to be once again at the University of Oregon to continue my education. I feel like this program is very unique as it focuses on the teaching of not just English, but other languages as well. This brings a diversity to the program that makes it a pleasure to participate in.
Thanks so much for taking the time for this interview! Hope you have a great Winter term!
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!
It’s my pleasure to introduce two current LTS students: Shayleen EagleSpeaker and Brittany Parham. Both come to the LTS program via the Northwest Indian Language Institute (NILI).
Please tell the world a little bit about yourself:
My name is Shayleen EagleSpeaker (Wasco, member of Confederated Tribes of Warm Springs). My heritage language is Kiksht. Our people are from the Columbia River, both sides of the river. My grandmother was a fluent speaker of Kiksht and she passed away in the mid 1990s. Today there are no longer fluent native speakers of Kiksht, but I am learning. I heard about the LTS program through Northwest Indian Language Institute about 5 years ago. I graduated from UO with a Bachelor of Fine Art in Printmaking in 2014 and I returned to LTS in summer of 2017 to further pursue a career in teaching Native languages.
My name is Brittany Parham. I was born and raised in Eugene. I received my BA in Linguistics from the University of Oregon in 2016 and have been studying Ichishkíin for 3 ½ years.
Have you been enjoying the LTS program so far?
Brittany: Yes, of course!
Shayleen: LTS is awesome! I am so glad to be in a program that is flexible for Native American languages. It’s also a great cohort, all the people have a very nice quality that is great for the sense of community. I think it is interesting to experience how we relate through our coursework, and watching each other go through this learning process is pretty wonderful. I have learned so much already, and it is really expanding my understanding of how to teach second languages.
What are you hoping to learn in the program?
Brittany: I want to learn some better tools to use in order to support Ichishkíin learners and teachers. I hope to create more curriculum and materials for the classroom, create teacher training resources, and learn the methods and techniques to be an effective language teacher.
Shayleen: I am hoping to learn a lot more Kiksht language and to network with people and organizations that support the kind of work that I am trying to do. I want teachers of Native languages to have opportunities for success. What I have learned in the past is that when Native language teachers are supported in their communities, and supportive of each other, they really seem to enjoy their work and their working relationships. I have found a lot of positive energy and joy in these relationships and I want to make a positive impact by being supportive of others.
And I know you both work closely with NILI…What exactly is NILI and why is it so important to you?
Robert Elliot (LTS and NILI faculty member) introduces NILI to the LT 608 class
Brittany: NILI stands for the Northwest Indian Language Institute. It was formed in 1997 by tribal requests for Native language teacher training programs. NILI provides training in applied language training in linguistics during our yearly Summer Institute, as was as providing consultations to tribes in the areas of language program design, assessment, policy, linguistics, language documenting and archiving and grant writing. NILI is important to me for so many reasons! I love being a part of something as important as NILI, and being surrounded by so many amazing and influential people. I would not be where I am today without the guidance and influence of NILI!
Shayleen: I first became involved in NILI because I was taking Chinuk Wawa (Columbia River trade jargon) language classes at Lane Community College. My instructor for that class was Dr. Janne Underrinner, who is Director of NILI and pretty much of the main founders of NILI. I was really inspired by what NILI had to offer for two reasons: 1) I had been wanting to learn my heritage language my whole life and I never expected in a million years that I would have the opportunity to do so in an American college or university, and 2) the way that NILI functions is very culturally sensitive and they also do an excellent job at it. After graduating from LCC with an associate’s degree I participated in my first NILI summer institute, then transferred to University of Oregon where I majored in Fine Art but also took 2 years of Ichishkíin (Yakima Sahaptin) language. Both Chinuk Wawa and Ichishkíin are heritage languages to me. I am Wasco, and my people historically have been very multi-lingual. Our primary language, however, is Kiksht (Upper Chinookan) and I am learning that language now, through independent study at UO. This is literally a dream come true for me! I feel like NILI was a huge catalyst in making that happen for me.
So what projects are you hoping to work on?
Shayleen: Right now, I have some ideas about what I want to do while I’m in the LTS program, but I also realize I need to keep my options open and be open to learning because there may be opportunities that I don’t know about yet. I am hoping to gain more administrative skills because a lot of Native language teaching requires opportunities to teach and in my context, I believe I will have to be creating some of those opportunities for myself and I hope to be able to do that for others as well. I am also really interested in research opportunities for my language, including linguistic research. Right now, I need to get a grasp on fundamentals of linguistics, which is what I am working on in courses I’m taking. That involves a lot of reading and background knowledge. Beyond that I think I’ll be open to different project ideas that I will learn about throughout the LTS training.
Brittany: I am hoping to work on creating an online resource for teachers of the language to connect, collaborate and share resources more easily.
How can people help with the preservation and restoration of these incredible languages?
Brittany: People can help by educating themselves about the indigenous peoples locally and beyond. And everyone is welcome to volunteer at our Summer Institute!
Shayleen: I think just people sharing an interest of these languages helps tremendously. When people take the time to learn little bit about Native language preservation and restoration, they are doing a service to the larger community. The Pacific Northwest is historically one of the most linguistically diverse places in the world, so when people support these languages, they are supporting the cultural diversity of this beautiful place. The rate of decline of these languages is one of the fastest in the world as well, so we stand to lose about half of our languages in the United States by the next 50 years. In other words, we are at the top of the list for having the most to lose with regards to languages lost. I want people to know about that and share that information in a positive and supportive way, because the time is right now to make efforts to preserve these languages. Preservation includes documentation and training for archival work, and ideally, teaching it to children who can grow up with Native languages, which is a method called language revitalization. Promoting these activities is the best way to help, whether that means sharing information about opportunities and activity with your networks, or becoming involved in the Native language community, or even by sharing this background info with people who might not know about it. Also, support any education programs that may support Native language revitalization. I think Oregon just passed a law about teaching appropriate Native American curriculum, but that could also extend into languages, where culturally sensitive and appropriate.
Any final thoughts?
Shayleen: It has been really nice to meet people in the LTS program who are from all different walks of life. I have been able to share information about Native languages and to hear the feedback that most people are very interested in it and I really appreciate that! It has been nice be a part of the LTS community as a forum to talk about various language contexts and I think we will all benefit greatly from it because it will help us to create a sense of community as future language teachers. So, I think that the community aspect of the LTS cohort is very important.
Brittany: If you want more information about NILI, check out our webpage!
Check out today’s post about a revolutionary Spanish language learning application called LingroToGo. Featured is Dr. Julie Sykes–our very own LTS faculty member and Director of CASLS (Center for Applied Second Language Studies)–along with a couple LTS students who have worked on the app.
Dr. Julie Sykes presenting to the LTS cohort about CASLS and LingroToGo
Julie, thank you so much for joining us today. Please share with us what makes this APP so special:
LingroToGo is the first comprehensive app that explicitly targets language learning strategies, pragmatics, and function-based language learning. Moving beyond the translation of words and phrases, the app really helps people work on how to use the words and structures they learn in a meaningful way.
What about the pragmatic component of it?
Pragmatics really focuses on the exchanges of meaning and the avoidance of miscommunication whenever possible. It is exciting to see pragmatic components of language treated systematically throughout the app.
And there’s video too?
Yep. There are a robust set of videos that focus on strategies and pragmatics, the two pieces of a language learning curriculum which are often not seen in teaching and learning materials.
Awesome! And just curious, where did the name LingroToGo come from?
The Lingro part of the name comes from our collaborative partner, Lingro Learning and the ToGo piece parallels the name of one of our other tools, LinguafolioToGo, a comprehensive e-portfolio designed for language classroom.
LTS (2017) alum Dan White, who developed the Cryptogram feature of the Lingro App as his Master’s Project, had this to say about his time working on Lingro: “The Lingro App was a very fortuitous opportunity for me, as I was hoping to find a project that revolved around creating a game or puzzle for language teaching. I had never done app development before, but I was familiar with coding. Fortunately, Julie gave me the opportunity, and the app development team were very patient with me as I learned how to develop the Cryptogram. I was so pleased that my contribution made it into the final product, and it really stands out when you are using the app as one of the most challenging features. I can take this app development experience with me in the future, and I look forward to developing my own language apps.”
Current LTS student and CASLS GE (Graduate Employee) Zach Patrick-Riley: “This app is simply revolutionary. It does a perfect job of showing what 21st century education should include; not just a focus on language but strategies for successful interpersonal communication and autonomy building. My favorite part has to be the videos in each section. Maybe I am a little biased because I have helped create a number of them, but they are so fun and engaging to watch! Seriously, check out this app, te va a encantar y aprender español muy rápido.”
Other LTS students who have contributed to this app include Christopher Daradics (2016) and Valeria Ochoa (2017).
I am so thrilled to introduce you to the 2017-2018 LTS cohort! As you will see below, we have a wonderful mix of backgrounds that all share a strong passion for teaching, learning, and exploring the world.
Alexis Busso (Oregon coast in a little town called Bandon):As an undergraduate, my focus in the International Studies department was cross cultural communication and education. This professional concentration sparked my interest in language learning and language teaching. I decided to join the LTS program because I have a huge love and passion for teaching and traveling. The LTS program will provide me with the skills and resources to teach students from a diversity of backgrounds.
Brittany Parham (born and raised in Eugene, OR)I joined LTS in order to become a resource to better support the language revitalization efforts of the Sahaptin language, an indigenous language of the Columbia River spoken in Oregon and Washington. After I graduate, I plan to aid in language teacher training programs, as well as teach and advocate for the language at the University of Oregon.
Lee Joseph Huddleston (Eugene, OR):After serving in the Peace Corps for two years in Micronesia, I knew that I wanted to be a teacher. Through that experience I came to see teaching, especially teaching language, as a way of empowering others to bring about positive change in their lives and their communities through communication, the exchange of ideas and the expansion of consciousness and perspectives. I joined LTS to gain strong theoretical background knowledge and experience by collaborating with professions in my field. This Master’s degree combined with my passion for teaching will better allow me to excel in the competitive teaching market.
Logan (Bellevue WA by way of Bellingham, WA) After a fun and comfortable five years in Bellingham at Western Washington University getting my BA in Linguistics, I originally left undergrad thinking I would head straight into doctoral work in linguistics. However, after a lot of soul-searching (and a few deadlines missed on purpose) I decided to pursue my newly-discovered love of teaching. I looked at a few teacher-training MA programs, but nothing really clicked until I found the LTS program here at UO, which enabled me to explore teaching while catering to my love of language. I’m so happy and excited to be in this program with all these wonderful people that make up the cohort, the faculty, and everyone else. Big things in store for the future!
Ngan (Ngân) Ho Chi Minh City (or used-to-be Saigon), Vietnam.What attracted me to the program was that although LTS is an intensive program, it offers great flexibility in terms of the language that students are interested in teaching, choices of electives in different UO departments and many opportunities for internships so that students can gain hands-on experiences during the program.
Shayleen EagleSpeaker: Wasco is my tribe and I am from the Confederated Tribes of Warm Springs of Oregon. I am studying the Wasco language, Kiksht at UO as part of my LTS program. I came to the LTS program because I am really interested in linguistics and also because I have a passion for learning and teaching Indigenous languages, especially from my tribal heritage. The University of Oregon has a wonderful Northwest Indian Language Institute and they offer a lot of support for the learning and teaching of several Indigenous languages of Oregon, Washington, California and others. I would not have known about LTS if it were not for NILI and the outreach from NILI over 6 years ago when I was first introduced to their programming at Lane Community College when I found out about Chinuk Wawa language class. So I think it is really important to talk about how NILI has created this whole career path and made it possible for me and many others to study, teach and perpetuate Indigenous languages, especially because many of us may have not found another way to make it possible. I believe that learning languages in college has been a good fit for me, and there are other ways to learn, but in our modern society it is not that easy. So I’m really thankful for this part of higher education at the University of Oregon.
Yumiko Omata (Japan) The program offers me valuable opportunities such as specializing in teaching both English and Japanese and taking elective courses in East Asian linguistics and language pedagogy. Also, the possibility of gaining teaching practice at the Department of East Asian Languages and Literatures would give me insight into JFL/JSL teacher education.
Yuxin Cheng (China)The reason why I joined LTS is because I was volunteering at a Chinese immersion school in Salt Lake City, Utah. Then I realized that I am interested in language teaching through my volunteer experience. So, I decided to switch my undergraduate major from Accounting to Linguistics. My favorite quote is from Harvard’s first female president Drew Gilpin Faust. She said, ” Don’t park 20 blocks from your destination because you think you will never find a space. Go where you want to be and then circle back to where you have to be”.
Zach Patrick-Riley (Anchorage, Alaska):I try to live my life by the mantra “Be the change you wish to see in the world” and this program helps me do just that. I absolutely love teaching… Seeing a student’s eyes light up when they learn something new is an indescribable feeling, and I am so happy to be pursuing a degree and profession that makes me be my best possible self, and helps others achieve their dreams. Not to mention I love traveling 😉
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? Do you have any hobbies?
My name is Saba Alamoudi. I am from Mecca, Saudi Arabia. The holy city for Muslims and one of the oldest cities in the world. It’s a crossroads and melting pot of many world cultures. People come to this city from many places around the world every year.
I was born in Makkah and lived in this city for my whole life, and I got my bachelor’s degree in Arabic literature from Umm Alqura University in the same city. After I graduated, I tried to find a job there related to my major, but I did not find anything. I decided to apply for a scholarship through the Saudi government to come to the U.S. I came to the U.S in 2012 and I started learning English. I was planning to teach Arabic as a second language and the LTS program was the perfect program for me to achieve this goal. Therefore, I decided to apply. I have tutored Arabic learners and lead the Arabic circle in the Mills International Center when I was an English learner in the AEI. I also was involved in many activities to introduce Arabic culture to American and international students through the Saudi and Muslim Students’ Association of the UO. After I enrolled to the LTS program, I got a job as a language instructor in Umm Alqura university in my hometown, which I will start after I graduate from the LTS program.
Could you tell us about any internships or GE positions you had at the UO?
I did an internship to work with Arabic instructors at the UO in some Arabic language classes that focused on teaching modern standard Arabic and the Egyptian dialect. It was a great experience for me. I learned from the teacher a lot of things related to teaching Arabic in an EFL context with students speak the same native language. I got the chance to teach in these classes and I learned a lot from the experience such as managing class time. One big challenge was to teach Arabic by speaking English in the classroom. For example, explaining many grammar rules or explaining vocabulary meaning using the English language. Arabic language classes in the UO helped me to realize the challenges that students face when they communicate and interact with native speakers. Arabic diglossia was the main challenge. The students were learning in most of their classes the Modern Standard Arabic which is used in very formal context such as academic context while native speakers use their own dialect to communicate with each other. The standard and the spoken languages are very different and it was hard for the students to understand native speakers when they speak. After spending some time helping students to realize the differences between the standard and the dialect, and after attending a Arabic class that focus on teaching the Egyptian dialect, I realized that the main difference is the pronunciation. That led to the focus on teaching pronunciation to clarify the problem of comprehensibility and intangibility in the communication between Arabic learner and native Arabic speakers.
Could you tell us a little bit about the ideas that you have for your Master’s project?
My Master’s project focuses on integrating teaching Pronunciation In Arabic curricula as a second language through some activities. I focus on both segmental and suprasegmental features for modern standard Arabic and the western Saudi dialect. My goal is to help students learn how to use what they’ve been learning in the modern standard Arabic language classes to interact and communicate with native speakers. Learning more about the differences in the the sound systems for both varieties of Arabic can help them avoid a lot of intelligibility and comprehensibility problems.
What is the most valuable thing that you’ve learned during your time at the UO?
Professors at the UO, especially the LTS program, have different teaching styles than most professors in my country. One main valuable thing that I learned is how a great teacher should be. Other valuable things that I learned and appreciated during my time in the program are the teacher and peer feedback in the classroom, the classroom discussions, the microteaching activities and practice that I have had during my learning journey. It helped me to apply and experience a lot of things that I learned theoretically in the program, and it helped to shape my teaching perspective and style. Finally, I learned that language is more than vocabulary and grammar rules. Also, culture is always associated with learning languages; therefore, including pragmatic, sociolinguistic and suprasegmental aspects is very important to teaching a language effectively.