LTS

Language Teaching Studies Blog Site at the University of Oregon

November 2, 2018
by leilat
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Impressions of an International Student at the UO and the LTS Program

Post by Leila Tamini-Lichai, 2018-19 cohort

This post will NOT give you the typical information that you can easily find online about the LTS program or the University of Oregon. For me, as a current international graduate student in the LTS program, what I have experienced in the last month has been very different from what I thought it would be like.

I remember the time before I joined the LTS program. I had read about the program. I had checked the social media, LTS blog, and the website. I had also seen pictures and videos of the campus online, but I admit none of them did full justice to how beautiful it truly is. When I visited the university campus for the first time I was wowed by how amazing it looked. I am very happy that I got the chance to be in this program and at the University of Oregon. Therefore, I want to share my experience with you, and I hope it will help you know this beautiful university and this unique program better.

Trees 

The first thing you will notice on the campus is the variety of trees and their beautiful colors in the fall season. There are lots and lots of trees such as: oak trees, hazelnut trees, walnut trees, and many trees I don’t know the names of.

           

Other than trees there are also a lot of friendly squirrels that live on the campus and sometimes peek into your classes. There is a friendly one living around Friendly Hall where the LTS classes are usually held and according to one of our professors, he is named Harry! The picture below was taken outside our class at Friendly Hall. I usually spend my class breaks sitting on those benches and enjoying the sun. These benches can be found all over the campus.

Knight Library

Another great thing about the University of Oregon is its library. It is a great library for nerds like me. There is a huge sitting area on the first floor where you have access to computers, printers, scanners, and reference books. There is also free internet access. There are literally millions of books available to read, and there are also plenty of sitting areas provided. In the basement there’s a café, so you don’t have to go without your caffeine. I personally like the UO library very much. In the picture you can see how big the building is. The library also has a website where you can find almost any book or article you are looking for.

 

Agate Hall

Agate Hall is home to the American English Institute (AEI) and where some of our classes are held. It is a beautiful building surrounded by beautiful trees. It truly is a hall for languages. When you go in, you see students from many different nationalities and can hear very different languages spoken. Sometimes I just go there, sit in one of the study areas provided for the students, and just enjoy the environment. If you are an international student and need to improve your English, AEI can help you.

Yamada Language Center

Fortunately, we have one of our classes at the Yamada Language Center (YLC) this term. In this center, languages other than English are taught. It is a very welcoming environment for students to learn other languages. The Center is located in Mckenzie Hall and has very high tech classes. The Yamada Language Center works with a number of language departments at the University of Oregon and also has classes for less commonly taught languages such as Russian, Arabic, Persian, and Swahili.

The Faculty

Last but not least, I would like to talk about the academic aspect of the LTS program and its faculty at the Department of Linguistics. While you are in the LTS program, you will benefit from the great LTS program curriculum. You will study about the theoretical aspects of language teaching and ways of putting them into practice. From the beginning, you will participate in teaching and will have many opportunities to observe language classes. Also, the LTS faculty are very knowledgeable, kind, patient, and open minded individuals. They have always answered my questions and have gone out of their way to help me with my problems. I personally am very proud and happy to be part of this wonderful academic community.

 

July 21, 2018
by LTSblog
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Keli Yerian in South Africa

LTS faculty often travel internationally as part of their work, since language teaching and learning is often very connected to international interactions. This week’s blog feature’s LTS Director Keli Yerian’s unusually far-reaching travel this past week in early July – to the southern tip of Africa in Capetown.

A sculpture of Mandela made of beads

Why were you visiting Capetown?

My research interests are in language and gesture, particularly in how language teachers learn to use their bodies as an integral part of language teaching when the learning context is face-to-face. There is an association called the International Society for Gesture Studies that holds a conference every two years, and this year it was held in South Africa.

Marion and Keli

Did you present at the conference?

This time I presented with my colleague from France, Marion Tellier, which whom I am co-authoring some comparative  research studies with data from our program in LTS, and the MA teacher education program she directs in France. We are noticing some similar patterns of gesture development in both programs, as well as some contrasts that may be related to differing educational and cultural contexts. We are both very interested in how typical co-speech gesture becomes more stylized and conventionalized in specific ways when used in pedagogical situations for depicting content and for serving pragmatic purposes in interaction. Unfortunately we forgot to ask someone to take a photo of us presenting, so I can’t show one here!

Sitting at the top of Lion’s Head – what a climb!

Did you do anything else in Capetown?

For most of the conference, we were always in the same conference hotel. Breakfasts and lunches were all provided there. Unfortunately, exploring around the city after dark was not safe in the heart of the city, so we only went out to dinner in groups to nearby places. The legacy of apartheid was very apparent all around us, and safety issues were just one aspect of this. It was only about 25 years ago that explicit discrimination was ended in South Africa (people of color were denied equal rights in most imaginable ways), and one generation is not enough to change the effects of racism and unequal access to resources and opportunities. We were lucky to meet a few South Africans who talked to us quite frankly about this legacy, which we appreciated.

This is what it looked like climbing up Lion’s Head

vigilant birds of paradise

We did spend the last days combining work with fun trips. Some of us hiked to the top of Lion’s Head, which involved literally climbing up ladders built into the cliffs and pulling yourself up chains, and we visited an animal reserve where we saw lions, cheetahs, giraffes, and elephants. We also went to the very end of the cape – the tip of the continent of Africa – that was impressive! Finally, we visited the famous botanical gardens. The birds of paradise flowers looked like a flock of cranes peering out of the bushes.

It was the middle of winter there, so the weather was cool. Luckily the country had recently had some good rain; there was a water crisis before we arrived that was better by the time we were there, but we still took 30 second showers and didn’t let faucets run. It made me really appreciate the delicious water here in Eugene.

Did I mention the penguins? Yes, penguins in Africa.

I doubt I’ll ever return there, but if any of you get the chance, I recommend it!

February 18, 2018
by Trish Pashby
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Second Language Acquisition and Teaching (SLAT) Certificate at the University of Oregon: Meet the Director and Current Students

The University of Oregon offers a certificate in Second Language Acquisition and Teaching (SLAT), which undergraduate and graduate students can acquire while completing their degree in any department. The certificate requires completion of three courses in second language acquisition/teaching, three courses on the target language, and an internship or practicum experience.

We interviewed the Director of the SLAT Program, Professor Melissa Baese-Berk, to find out more about this certificate and what it offers UO students.

  • How did you get involved with the SLAT program? When I started at the UO in 2013, I taught LING440 (Linguistic Principles and Second Language Acquisition), which, at the time, was one of the introductory courses for the SLAT program. A year later, I began a term as the interim director of the program, and took over full time as the director of the program the year after that.
  • What are some of your duties? I have a lot of hats in the linguistics department, including teaching and research responsibilities outside of the SLAT program. Within the SLAT program, I often teach LING444 (Second Language Acquisition), which is the first class many of our SLAT students take. In my role as director, I work with advisors for the other languages where we offer a SLAT certificate to ensure our curriculum is up-to-date and rigorous. I also work to help advertise our program across the university. And I serve as an advisor in the program, so I often meet with students to create a plan of study, to help arrange internships, and to help plan post-graduation experiences.

    Professor Melissa Baese-Berk, Director of the SLAT program

  • What should students know about how it works and what it offers? The program offers an exciting and dynamic approach to understanding second language learning and teaching. The courses range from the highly theoretical (LING444: Second Language Acquisition) to active teaching practice (LT437: Second Language Teaching Practice). This gives students a real leg up when they actually get into a classroom to teach after graduation. The amount of instruction and practice our students get during the certificate program exceeds the minimum recommendations from TESOL International and is substantially more rigorous than many other TESOL or TEFL certificates. From a practical perspective, students should know that the SLAT program consists of 7 courses and can be completed in as few as 3 terms. We have more information about how to plan what courses to take and when here: https://slat.uoregon.edu/course-calendars. Students should also note that if they are currently completing a Bachelor of Science, we also require them to demonstrate proficiency equivalent to two years of college instruction in a non-native language. Students completing a Bachelor of Arts will complete this requirement as part of their university-wide graduate requirements.
  • What do you like best about it? My favorite part of the program is our students! I really love their enthusiasm and passion, and they make my job much more rewarding. I also really love the structure of the program. I think it offers a really nice balance so our students are not only attractive to employers, but are also prepared to succeed in the classroom.
  • What kind of students are drawn to this program? Typically, students who are interested in languages and language teaching. They come from a wide variety of majors across the university, which makes the courses really dynamic. Some students come in with lots of language learning experience and others have relatively little. Some students come in with a background in linguistics, while others have never heard of linguistics before taking their first SLAT class. The wealth of backgrounds and experiences enriches our classes and ensures that the material is accessible to a broad audience.
  • How do students use the SLAT certificate after they graduate? I would say most of our students focusing on English complete the SLAT certificate so that they can teach English abroad. They often use this as an opportunity to travel and explore cultures outside of the US. Some students discover a passion for education and enter volunteer service programs after graduation, like Teach for America or the Peace Corps. Some students also use this as a springboard for graduate education (including our LTS program–see below*). Because many schools and universities in the US require a Master’s degree in order for an individual to teach, some of our students decide to pursue post-graduate education in order to have a greater breadth of opportunity.

Natasha Willow at the American English Institute

Meet three current SLAT students: Natasha Willow, Quynh Tran,                      and Ellie Yeo…

What is your major?

NATASHA: I’m an undergraduate majoring in Chinese.

QUYNH: I’m a Linguistics major.

ELLIE: Linguistics and Chinese.

How did you find out about the SLAT program?

NATASHA: I found out about the SLAT program when I was looking into majoring or minoring in language teaching.

QUYNH: I knew SLAT from my advisor when I met her the first time in orientation. I asked her what should I take besides LING classes since my dream is to become a second language teacher. She introduced me to the program and encouraged me to become a part of it. Until now, I’m still thankful that I asked.

ELLIE: My Linguistics Dept advisor, Prof. Eric Pederson, told me about it after I told him about wanting to be a language teacher.

How would you describe your experience in the program?

NATASHA: This program has given me wonderful opportunities including co-teaching a class at the American English Institute (AEI) and preparing my English language course for when I teach in Taiwan starting in Summer 2018.

QUYNH:I love this program so much. I’ve learned so many new things everyday and met many good friends. I learned how to become a helpful teacher to my future students. I was taught not only teaching methods but also how to solve some normal classroom issues as well.

ELLIE: So far, it has been amazing. My LT classes have been my favorite classes every term. Honestly, they are the only classes where I actually do all of the readings assigned.

Any highlights you’d like to share with us?

Quynh Tran (left) with LTS students Reeya Zhao and Yuxin Cheng

NATASHA: Since I have been a part of this program, my language teaching skills have greatly improved and I have developed a teaching toolbelt that will continue to grow throughout my teaching career.

QUYNH: I love how diverse all of my LT classes are. I also think that having both undergrad and grad students in the same class is really awesome. I learn a lot from my classmates’ journey.

ELLIE: Getting to know the graduate LTS students has been one of the highlights of this program. Everyone is so welcoming, and never have I been in a class where so many people had the same interests as me!

Would you recommend SLAT to others?

NATASHA: I would recommend SLAT to anyone interested in language teaching no matter how experienced or inexperienced they may be. The teachers and students that you will meet in the program are the most wonderful people who encourage you and work with you to help you become a better teacher.

QUYNH: YES!! A very big yes!!

ELLIE: Yes! Definitely! And for linguistics majors, this program is the perfect way to understand the application side of linguistics.

What advice would you give to students who are interested in the SLAT certificate?

NATASHA: Join SLAT!

QUYNH:   Try one class and you’ll never regress.

ELLIE: Try to get a job working with second language learners so that you can be exposed to as many different students as possible. Also try to get to know as many faculty members in the field, because they are a very beneficial source of information.  

What will you do after you graduate?

NATASHA: I will teach in Taiwan starting in Summer 2018.

QUYNH: My plan after I graduate is to go teach English in Korea.

ELLIE: I plan to spend two years in the Peace Corps and then return to the States for graduate school.

Elli Yeo traveling in Thailand

We wish Natasha, Quynh, and Ellie our best wishes for successful completion of the program and an exciting future in language teaching!

*SLAT credits apply toward the LTS MA:

Students who have completed SLAT courses at UO can apply up to 15 credits towards the LTS MA degree. LTS MA alumni who first completed the SLAT certificate as undergraduates include recent graduates Aska Omata (2017), Dan White (2017), Kateland Johnson (2016), and Ava Swanson (2016).

December 2, 2017
by Trish Pashby
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Robert Elliott’s Trip to Warsaw for Endangered Languages Conference

Robert Ellliott regularly teaches the LT 608 CALL (Computer-Assisted Language Learning) course in the LTS Program. Next term (Winter 2018) he will also be teaching LT 535 (Language Teaching Methods) and creating an online version of this course to be offered in Summer 2018. In addition to LTS, Robert works at University of Oregon’s Northwest Indian Languages Institute (NILI), through which he takes some very interesting trips…

Dzien dobry

Dzien dobry, (good day/morning/afternoon/evening), a standard greeting in Polish. In November, Robert traveled to Warsaw, Poland. We asked him a few questions to find out what he was doing there.

Why Warsaw?

Old Town Warsaw on Polish Independence Day

Janne Underriner, NILI Director, and I were invited to a small conference and workshop on Endangered Languages that was hosted by the Engaged Humanities project at the School of Liberal Arts, University of Warsaw. I had recently met Justyna Olko, the faculty member in charge of this project, at another conference in Barcelona, Spain earlier in the spring. She was very interested in the work of NILI and the endangered language context of the United States and Pacific Northwest. She is the administrator of a European Union grant that is working on community-university partnerships in language revitalization, something they call Participatory Action Research (PAR). PAR is a relatively new idea in the European endangered language

Justyna Olko, host of the conference, helps open a photograph exhibit on endangered languages.

landscape, and Justyna was impressed by the fact that NILI has been doing similar type of work for some 20 years. So we had a paper accepted for the conference and she invited us to come and speak for a half day at the pre-conference workshop.

Who attended this conference?

Largely there were two groups: those working on endangered languages in Europe, and those working on endangered languages in Mesoamerica. The Europeanists were working on languages like Franco-Provençial, Basque or some of the Polish minority languages like Wymysorys. A young 20-something man named Tymoteusz Król was exposed to the Wymysorys language by his grandmother and has become a leader in the revitalization of this language. The Meso-Americanists were working on languages of Mexico and Central America, such as Nahuatl, K’iche’, Mixe, Mixtec, Mayo, and  Nahuat-Pipil. There was so much to learn, both by similarities and by contrasts, to other endangered language situations. Also attending were some notable names in the field, including Leonora Grenoble (University of Chicago), Peter Austin and Julia Sallabank (SOAS University of London), and Colette Grinevald (University of Lyon 2).

Robert (right) socializes with Michel, Janne, Benedict, Marion and Colette after finishing their presentations.

What did you talk about?

For the workshop, we talked about three things: the context of language revitalization in the Pacific Northwest, Language as a Protective Factor for Native Youth, and a Case Study of a Youth PAR Project over time.  For the conference we took a close look at PAR in action as it developed for a class Janne taught that was developed in partnership with tribal groups and the UO. We also had meetings about collaborations on a book with Justyna and our Polish colleagues, and we met with our French colleagues from Lyon, (Colette, Michel Bert, and Benedict Pivot)  to map out some research we are doing.

Who else did you meet with while there?

Robert (center) meets with Krystyna Luto (right), faculty of the Warsaw Medical University, along with one of the department’s Fulbright English teachers to discuss collaborations with the UO.

While in Warsaw I met with Krystyn Luto, faculty member of the Warsaw Medical University. She gave me a tour of the building she works in, the new library, and some of the classrooms and offices of her department. Afterwards, we went to a crepe cafe near her office, and discussed some possible collaborations between the English classes she is in charge of and UO’s American English Institute. The most interesting thing about the medical school is that students can take classes in either Polish or English. Many international students come to Warsaw Medical University to get their degree, and typically they, along with some Polish students who are interested in working internationally, may choose to take their courses in English. Students are usually studying to become M.D.s, nurses, or laboratory technicians, and are typically quite serious about their studies and focused on their need for language.

What did you think of Warsaw?

Modern shopping centers and skyscrapers.

Well first off, I had heard Poland is a beer country and indeed I was not disappointed. I had little to no expectations about the city of Warsaw before going. I had lived in Sweden in the 1990s, and people would travel to Poland for shopping because it was cheap. But my stereotype of a poor, former eastern block country was shattered by this trip. The city was amazing, with tremendous architecture of both “old looking” (Warsaw was completely devastated during WWII and all the “old” buildings are actually reconstructions built post war) and the utmost modern skyscrapers standing side by side, and fantastic murals. There are numerous parks around the city to explore, and the Vistula River runs right near the center and old town. Fantastic museums: The ones I saw included the POLIN Museum of History of Polish Jews, the Resistance Museum, the Neon Museum, and the Chopin Museum. The transportation system – one ticket gets you subways, trolle

Polish desserts! The apple is actually chocolate.

ys and buses – was quick and easy to navigate. The beer was fantastic! And the food was out of this world delicious! The Polish cuisine is very unique, a mixture of northern farm grown produce, bountiful aged meats and cheeses, fresh fish from the Baltic and delicate pastries and desserts, gourmet chocolates, all prepared with extraordinary detail to flavor and presentation. And it was cheap! I never once ate a polish sausage. Oh, and did I mention the beer?

Would you go back?

Yes, for sure, but preferably in the spring or summer.

From the Museum of Neon, where former signs from the Soviet era Warsaw are now being collected.

October 5, 2017
by Trish Pashby
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Faculty spotlight: Claudia Holguin

This week, we are happy to feature Professor Claudia Holguin from the Romance Languages Department.  Professor Holguin advises LTS students on their MA projects, most recently LTS student Valeria Ochoa on “Integrating Service Learning into University Level Spanish Heritage Language Classes in the United States” completed this past summer. [Note: This term, Valeria is teaching the course SPAN 322  Introduction to Hispanic Linguistics.] In Winter 2018, Professor Holguin will be teaching the course SPAN 420/520 “Critical Pedagogies for Spanish Language Teaching,” which is open to interested LTS students. See below for more details.

Professor Claudia Holguin,
Dept of Romance Languages

What is your position at the University of Oregon?

I am an Assistant Professor of Spanish Linguistics in the Department of Romance Languages at the University of Oregon. I am also the founder and Director of the Spanish as a Heritage Language (SHL) program at the UO. I’m always happy to meet one-on-one with students and educators interested to learn more or get involved in the SHL program!

Some of the questions that guide both my work as a sociolinguist and my development of the SHL program include: What is the relationship between attitudes toward language use, language awareness, and identity construction? How do the politics of the Mexico-U.S. border shape language use and discourse? How can SHL pedagogy and courses strengthen Latinx students’ senses of identity and belonging within the campus community and broader U.S. culture?

What courses do you teach?

This winter (2018), I’m looking forward to teaching SPAN 420/520 “Critical Pedagogies for Spanish Language Teaching.” This Spanish-language course is open to any Spanish speakers/educators (undergraduate and graduate students) interested in learning more about how to implement Critical Language Awareness (CLA)—the study of sociopolitical and ideological contexts of language variation and discourse—into their pedagogical methods. Students in this course will get to explore a variety of pedagogical approaches designed to empower teachers of Spanish to engage their students in (1) critically identifying the social meanings embedded in language uses, and (2) developing broader and more profound transcultural and translingual communicative competencies. Together, we will also explore ways in which we can incorporate local community engagement into our own teaching practices.

In general, I teach courses on Hispanic linguistics and Sociolinguistics, as well as courses on Latinx and bilingual communities in the U.S., including: SPAN 428/528 Spanish Sociolinguistics in the US Borderlands, SPAN 322 Intro to Hispanic Linguistics, SPAN 308 Comunidades Bilingües, SPAN 248 Spanglish as a U.S. Community, and SPAN 228 Latino Heritage II.

What was your path to the University of Oregon?

I grew up in Guadalajara, México, the capital and largest city in the Mexican state of Jalisco, and also in the border city of Juárez, in the state of Chihuahua. My long time experiences on the U.S.-Mexico border have given me a transcultural awareness of different cultures and languages. I earned my B.A. in Linguistics from the University of Texas at El Paso and then my M.A. in Spanish Linguistics at the New Mexico State University at Las Cruces. I moved to Illinois to complete my Ph.D. in Hispanic Linguistics at the University of Illinois at Urbana Champaign.

Later I moved to Eugene, Oregon when I was hired as an Assistant Professor at the UO. I was also hired to start a brand new SHL program within the Dept. of Romance Languages designed for heritage Spanish speakers—students who grew up speaking Spanish at home or in their communities. I very much enjoy all of my work, but especially my interactions and reciprocal learning experiences with students in the SHL program.

What is your connection to LTS students?

I am interested in creating connections between research in Sociolinguistics and its direct applications in order to improve pedagogical practices in language teaching. I also enjoy creating teaching materials that are accessible to students and educators alike. I am especially dedicated to developing open-source pedagogical approaches through which students are able to explore Spanish and Spanglish as integral parts of the cultural matrix of the U.S. In this way and in the courses I teach, I like to encourage students to engage in bilingual practices that reflect their individual sociolinguistic backgrounds, just as these practices naturally occur among most bilingual and multilingual speakers around the world.

What do you enjoy about working with graduate students?

I very much enjoy working with students at the graduate level conducting their own research in SHL pedagogy. Over the last five years, I have worked with graduate students conducting research in pedagogy and class observations. I am always especially excited to work with graduate students interested in action research and experiential learning.

What other projects are you involved in?

I created and developed the project Empowering Learners of Spanish, in collaboration with UO professors Robert L. Davis and Julie Weise. We have created three courses in the social sciences, two in Linguistics (SPAN 238 Spanish around the World, and SPAN 248 Spanglish as a US Speech Community) and one in History (HIST 248 Latinos in the Americas) that I have co-taught with Professor Weise. These courses are taught in English, but incorporate enough Spanish for students to develop an interest in continuing to study Spanish.

Right now, I’m conducting a follow-up research study to assess SHL students’ language production through our program. Through this ongoing research, I aim to provide concrete evidence that further supports my findings that critical pedagogical approaches positively influence the actual development of students’ critical linguistic awareness and sociopragmatic linguistic proficiencies.

Every Tuesday from 3 to 5 PM at the EMU, I participate in Tarea Time, an initiative of the Center for Multicultural Academic Excellence (CMAE) that focuses on mentoring by guiding students in the utilization of all student resources available regarding financial aid, scholarships, internships, career development, professionalization, and academic success.

In general terms, I am involved in collaborative research and institutional practices that seeks to build on and create coordinated visible connections across campus for mentoring our under-represented students in order to advance the work of equity, inclusion, and diversity regarding recruiting, retention, and on-time graduation success.

What advice do you have for future language teachers?

To future educators who will have the opportunity to teach and interact with Latinx and heritage speakers of Spanish: it’s important to find a pedagogical balance between validating your students’ language use as it exists when they first enter your classroom—for example, fully bilingual students, fluent Spanglish-speakers, students who speak but don’t feel confident to write in Spanish, etc.—at the same time as you provide students with sociolinguistic context around the realities of US expectations for language use in various settings. In this way, you can empower students from all backgrounds, but especially heritage speakers and Latinx students 1) to make their own choices around how and when they use particular forms and registers of language (including Spanglish) and, 2) to understand the real-world implications of those choices.

And my “advice” to current language students of all ages, as we say on the SHL webpage:

Bienvenidos, Spanglish students! Si vivir between different languages es lo tuyo, cruzar fronteras is your reality, and you’re not afraid de ver más allá de tu nariz, this is the perfect program para ti!

Spanish as a Heritage Language (SHL) Team

 

February 8, 2016
by megt
1 Comment

LTS faculty friend spotlight: Ted Adamson, American English Institute

Ted Adamson is an instructor at the American English Institute who is supervising a small group of LTS students this Winter term who are co-teaching a class for international students at the AEI. He observes every class and provides guidance and feedback.

What is most interesting about supervising this course for you as a teacher-educator?

One of the brilliant features of this practicum is that regularly scheduled reflection is designed right into it. When you’re in the field and you’re teaching a full course load, you’re not always doing as much reflection as you would like. So for me, having the chance to observe four highly motivated teachers in action has been a catalyst for my own reflection. We all need to revisit those old assumptions and shake up our patterns and habits.

What other things do you do as faculty in the American English Institute?

I’ve been lucky enough to serve on the Intensive English Program (IEP) Assessment Subcommittee (ASC) with Tom Delaney, Nancy Elliott and many others. The ASC attempts to help ensure that assessment practices in the IEP are valid and reliable. I’ve worked as the lead teacher for English-Prep Oral Skills many times since 2012. In that time, I’ve been lucky enough to have a robust LTS graduate student presence in the class: both long and short-term observers and a wonderful intern in Fall 2015. More recently, I’ve designed and taught an AEI elective course called Teaching Vocabulary From Movies for lower level students in the IEP. The course meets for 2 hours per week, during which time we use entire motion pictures as primary texts for the purpose of developing language.

What was your own path to the UO?

I got my start in ESL through a series of volunteer opportunities and jobs in K-12 education in my hometown of Minneapolis, Minnesota. In that time, I worked extensively with immigrant and refugee populations in high school, junior high and adult education settings. I worked as a technology proctor, a substitute teacher, a tutor and an unlicensed social studies teacher before going back to get my M.Ed. I did a working summer in New York City in 2006. This was my introduction to the world of the language institute. I then spent 4 years teaching at Global Language Institute, a wonderful IEP in St. Paul, MN. My wife and I relocated to Eugene in 2011, at which time I began my work at the AEI.

What do you think is most important for new language teachers to learn or experience?

Having the chance to conduct classroom observations came immediately to mind. I’d advise new language teachers to visit as many different classrooms as possible. Seeing different instructors implementing different objectives with different learners is an absolute boon. I never pass up the chance to observe another teacher. There’s never an instance where I fail to come away with one or two nuggets of insight. It could be something as straightforward as an idea for classroom systems or a lesson plan. More often than not, I leave an observation with a basketful of ideas. And sometimes, you come away thinking, “Wow, I feel like I really got a sense of what this person stands for, as an educator.” This is one of the things that I love about our profession: that a profound experience like that can come out of a simple classroom visit.

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