LTS

Language Teaching Studies Blog Site at the University of Oregon

May 3, 2018
by zachp
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Student Spotlight: Kunie Kellem

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

Kunei presenting at the LTS poster session.

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

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

Kunie with her son and Puddles the Duck.

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

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

Kunie with her son at the Grand Canyon.

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

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

Kunie in her UO duck gear.

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

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

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

Kunie at a beach in Newport, Oregon.

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

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

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

Kunie with her son biking around the Golden Gate Bridge.

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

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

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

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

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

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

Zach enjoying the Alaskan summer.

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

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

Zach representing the Pernambuco, Brazil state flag.

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

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

Zach with a couple Brazilian students and Pikachu.

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

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

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

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

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

Zach hiking with LTS friends Alexis and Lee.

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

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

So how has the LTS experience been for you?

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

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

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

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

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

Zach with CASLS colleagues enjoying Halloween.

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

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

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

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

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

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

Any final thoughts?

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

Zach at the summit of Rainbow Mountain in Peru.

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

April 6, 2018
by zachp
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Student Spotlight: Krystal Lyau (2017-18)

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.

March 11, 2018
by zachp
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Student Spotlight: Yuxin Cheng (2017-2018)

It is my pleasure to introduce you to 2017-18 LTS MA student Yuxin Cheng!

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

Yuxin at a cool shop in Monterey, California

Hi everyone, this is Yuxin. I like traveling and all kinds of cute stuff. My undergraduate major was in Accounting, and then I was suddenly aware that I wanted to be a teacher due to my volunteer experience in a Chinese immersion elementary school in Salt Lake City, Utah.

Have you been enjoying the LTS program?

Yuxin (center) with LTS friends Ngan and Yumiko (and Gary from Yamada Language Center)

Yes! I like the courses I am taking and the internship I am doing. Although sometimes I feel a little bit “sad” since I hardly have any time to have fun with my friends, and only have classes, group meetings, readings and papers around my MA project. But I guess this is how my life is supposed to be as a graduate school student. My cohort is really nice; everyone is willing to share and help.

I really like the learning environment in all the courses, and the positive energy shared among our cohort. I appreciate that I have the chance to be involved in our LTS family (people get together after classes to do things, which is really nice and warm). We are more than a cohort in the same program: we are also good friends in each other’s life. Our program’s faculty are all very kind and helpful as well, and they have been working really hard to offer us professional advice and provide help.

Yuxin (center) at an Oregon Ducks football game with neighbor Kohei and LTS friends Zach, Reeya, and Alina

What are you hoping to learn/gain from the program?

I am hoping to become a professional language teacher. I started from zero in the language teaching field, but I found my passion in our program. I knew teaching would be my future career. At the same time, I am hoping to have more chances to practice teaching in order to gain more experience.

And I know you are involved with the Chinese Club. How has that experience been going?

It has been a great experience for me, and a challenge as well. Students in the Chinese Club are combination of native and non-native speakers, so we have increased our attention on making a balance in teaching in order to have all the students to learn.

Yuxin teaching Chinese Club students at Edison Elementary School

Yuxin practicing Origami with Chinese Club students

We decided to separate the native and non-native speakers in our classroom, and classroom management is a big consideration that we face every week since the energy level of our class is really high. But I like to challenge myself and I believe that I can successfully deal with these 9 year olds.

Any final thoughts?

Yuxin (left) with LTS  friend Ngan on the Oregon coast.

 

For me, I think our 15-month program is really intensive. I can’t believe that I am almost done! But this intensive program also provides me an opportunity to prove that I can actually accomplish many things in a short time period! PS: Eugene’s summer is wonderful! Please go to the Oregon coast!

Thanks so much for taking the time for this interview! Hope you have a great end to the term.

Yuxin (right) on Spencer Butte hike with LTS friends Alexis, Rebekah, Lee, Logan, and Ngan

 

February 24, 2018
by zachp
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Student Spotlight: Logan Matz (2017-2018)

It is my pleasure to introduce you to 2017-2018 LTS MA student Logan Matz!

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

Logan and Polly

Oh gosh. My love for language really started growing up around a bunch of different, really robust immigrant communities. So everywhere I went, I heard more than just English being spoken, and I thought that was pretty neat! I got my undergraduate degree in linguistics from Western Washington University in Bellingham, WA, so the move to Oregon wasn’t really too far. I’m a quarter Hungarian (sziasztok!) and the bulk of my extra-continental travel has been to Denmark. I also really enjoy anything related to bikes and dogs. Cooking and hiking are up there as well, although cleaning up afterward is something I struggle with…

Have you been enjoying the LTS program so far?

Logan on his bike

I’ve been enjoying it a lot! It’s great having such a small cohort because it really allows you to work closely with your fellow students and get a lot out of professors because of the small class sizes. I also really like the balance between scaffolded assistance from faculty and dedicated “struggle time”; I think it fosters a sense of independence that’s important to have as a teacher combined with the knowledge that although I can work well on my own, I don’t have to, and there are TONS of resources, people and otherwise, at my disposal to help me learn and create the best project I can.

What are you hoping to learn/gain from the program?

In undergrad, I knew I really wanted to teach. But I also knew that I would need to learn how to teach first. I applied for the program knowing that I didn’t have any language teaching experience, and I’m so pleased to have taken the practicum class with Laura Holland– what a fun formative entry into the world of teaching! I’m really looking forward to developing pragmatics-related curricula, although I still have a lot to learn.

And I know you have two internships this term–Harrisburg and CASLS. How have those been going?

Logan teaching Adult Basic Skills in Harrisburg through Linn-Benton Community College

Harrisburg is great. I’m volunteering with Amy Griffin (LTS alum!), who’s teaching an Adult Basic Skills Community English Language Acquisition course through Linn-Benton Community College, and although I helped out once a week last quarter, I made it official this quarter and I’m teaching twice a week now. The class size and proficiency distribution means that there’s a beginner group and an intermediate group, and I’m very grateful to Amy for letting me swap between groups during the week. I work with the beginners on Tuesdays, and then Thursdays work with the intermediate group. Of course, I couldn’t do it without Amy, who’s putting in twice the work by writing both her own lesson plan and a lesson plan for me to follow. All I have to do is drive north, show up, and teach!

Logan monitoring Adult Basic Skills students

It’s a fantastic experience, and I couldn’t ask for a better on-the-ground teaching practice opportunity. The students are all great fun to work with, and I’m continuously impressed with how much effort they put into a two-hour class, at the end of a long workday, with families waiting at home. Amy’s lesson plans are always great, and I’m allowed to put my own spin on them when I see the chance to. I need to mock up a class schedule for Spring, but I’d love to go back and help again next quarter!

My internship at CASLS has been super rewarding. It’s great working with such a cool team, and of course it’s awesome to have my own desk! I was worried when I first started, knowing that Julie has a very hands-off managerial approach; but it’s been plenty easy to check in with her when necessary, and the rest of the team is super accessible for any questions or help I might need. My first project was working on a set of lessons for Games2Teach for the game Papers, Please, which is a super fun puzzle game that just so happens to naturally brim with pragmatic goodies. I’m all done with the rough drafts, and I’m just awaiting some feedback now. While that finishes up, I’m starting to work on cleaning up another existing CASLS project, called the Place- and Experience-Based Database for Language Learning (PEBLL). Basically, it just needs a little TLC to make sure current entries are up-to-date before more are added. I also get to attend the weekly curriculum meetings, which have been super fun and useful for developing my curriculum designer’s intuition. It’s also so inspiring to hear everyone throwing ideas around!

Any final thoughts?

Mmm…nope!

Thanks so much for taking the time for this interview! Hope you have a great last few weeks of Winter term!

February 11, 2018
by zachp
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Student Spotlight: Rebekah Wang (2017-2018)

It is my pleasure to introduce you to LTS Student Shulei Wang (2017-18):

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

Hello everyone! I’m from Taiyuan, Shanxi, China. If I were to pick an animal to represent my personality, it would be a kitten. If I were to pick an object to represent my personality, it would be a rose.

Nice choices! Have you been enjoying the LTS program so far?

Yes! I’ve wanted to be a teacher since I was little. How I narrowed down that I want to teach language(s) is because language acquisition is a part of my daily life. I’m not a native English speaker, and I learn and practice English every day. Language acquisition is a fun and surprising process.

It really is! What are you hoping to learn/gain from the program?

I want to learn how to teach. Being a teacher seems easy…I mean, everyone has been to schools and knows how a teacher’s’ job looks like, but it’s a lot more than that. A big part of teacher’s job is not seen by students. Classroom management is also very challenging too…When I was in school, I was a naughty kid and I really liked those class clowns. Haha.

Rebekah Wang teaching her Chinese Club students

And I know you are involved with the Chinese Club at Edison Elementary School–how has that experience been going?

It’s been challenging but is helping me learn a lot! Proficiency levels are very different. Some students are just beginning to learn Chinese, and some students just came to the states recently from China and have been studying in Chinese schools for several years. We only meet once a week, and it’s on Friday afternoon. This term, students’ motivation can be low, so I need to think of creative ways to inspire them- thankfully I am learning ways to do this in the LTS program.

You do the Chinese Language Circle too right?

Yes. Currently all participants can’t converse yet. We covered numbers, basic greetings, seasons, and a portion of pinyin. Please join us on Mondays at Mills International Center from 4 to 5 to learn some basic Chinese. Everyone is welcome to join. No background needed.

Rebekah Wang (right) with LTS classmate Ngan Vu (left)

Any final thoughts?

Eugene is a nice place to live. There is usually no traffic jams which is so nice as opposed to big cities. It’s small enough that I can get anywhere in 20 minutes, but it’s also big enough that it has almost everything, so it is a great size. I’m going on my sixth year here living in Eugene, and am still enjoying it.

Thank you for taking the time for this interview! I’ll have to come practice my Chinese sometime!

January 12, 2018
by zachp
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Student Spotlight: Lee Huddleston (2017-18)

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.

So you mentioned you are a GE (graduate employee) at the American English Institute–what is that like?

Lee with his AEI Discussion 5 class

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!

December 15, 2017
by Trish Pashby
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Program Change: First Term LTS Courses Going Fully Online in Summer 2018

Starting in Summer 2018, the first term of the program will be completely online. All three of the first core courses will be taught via the internet. The new online schedule will be as follows:

  • LING 510 Language, Mind and Society (Weeks 1-4, June 25-July 20)
  • LING 540 Linguistic Principles of Second Language Learning (Week 5-8, July 23-August 17)
  • LT 535 Language Teaching Methods (Weeks 1-8, June 25-August 17)

Visit the LTS website for more information.

Each will provide a flexible, interactive learning experience. In addition to daily opportunities throughout the summer term for interaction with course instructors and classmates, students will also meet other LTS faculty and continuing LTS students through various online social activities.

We asked LTS Program Director Dr. Keli Yerian about the rationale for making this change.

What was the inspiration for the program to shift to all online courses for students in their first term? “Research on online teaching over the past decade has shown us that well-designed online curricula can be highly effective, and our LTS faculty have already designed and taught similar online courses in the past with great success. Also, because only the first Summer term will be online, LTS students will still have plenty of opportunities to have an immersive, face-to-face experience in the program during the rest of the program, so we are getting the best of both worlds. We are very excited about this development.”

Keli Yerian outside of the Laboratoire Parole et Language in Aix en Provence, where she is currently on sabbatical.

What advantages will going ‘all online’ in the first summer bring to LTS students? “The main advantage will be that LTS students can reduce their expenses because they will not be obliged to be on the University of Oregon campus during the first Summer term (the months of June-September). They will not need to pay for travel to or lodging in Eugene, which can reduce costs for out-of-state and international students in particular.”

LTS students and faculty also weighed in on this switch to online courses in the first term. In a recent survey of the program’s current students, several confirmed that having their first term online would have provided some welcome flexibility. One student described it as a “huge advantage, especially for international students. The students don’t have to arrive on campus until Fall term starts and can study at their leisure- at home, in another country, etc. For me, it would have been really nice to have this option.” Another explains, “I think it may help international students of L2 English adjust to the curriculum if they are able to focus on their studies without having to adjust to living in a new country at the same time.”  A third student noted that in addition to being able to “take part in the summer courses from anywhere in the world, which most likely will save money, students will also see how online classes are successfully conducted.”

Dr. Julie Sykes will be teaching the online LING 540 Linguistic Principles of Second Language Learning.

LTS faculty are excited about the change. Dr. Julie Sykes (who serves as director of the Center for Applied Second Language Studies) is the instructor of LING 540 Linguistic Principles of Second Language Learning. She reports that she is “looking forward to implementing some interactive pedagogical ideas that work really well online.” Based on her extensive experience with online learning, she describes one of its key strengths as providing “more opportunities for individualized attention.” She explains “I really find a lot of value in community building and spending time together learning…[there are] many opportunities for interaction between students as well as with me.”

The online courses will serve as an interesting complement to the variety of offerings in the on-campus terms of the program.  Most of these are face-to-face courses using a ‘flipped learning’ approach, which allows students to maximize in-class time for student-centered workshops. And  LT 608 Computer-Assisted Language Learning, offered as a series of 1-credit courses throughout the program, is delivered in a blended format (partially face-to-face, partially online).

Another innovation to the program will take place this summer. In addition to the online switch, there will be a curriculum change. LING 594 English Grammar, formerly taken by many students in the first summer, will be replaced with LING 510 Language, Mind, and Society. We asked Dr. Yerian for more information about this.

What was the motivation for the change in curriculum from the English Grammar course to Language, Mind, and Society? “Because some of our incoming students do not have a prior background in linguistics, we decided that we needed to devote more attention to linguistics in the first term, which is what we are doing with the new course Language, Mind, and Society. However, this course is not a typical introductory level course – it is a graduate level course that connects linguistics closely to both sociolinguistics and cognitive linguistics. Thus it will be highly engaging for our incoming students who already have a background in linguistics as well. Another reason for replacing English Grammar is that not all students in our program plan to teach English, so some of our students were already exempt from this course. LTS will continue to integrate a focus on pedagogical grammar throughout the program.”

Dr. Mokaya Bosire is developing LING 510 Language, Mind, and Society.

The primary developer of Language, Mind, and Society is Dr. Mokaya Bosire of UO’s Linguistics Department. He is particularly enthusiastic about the opportunity to explore themes related to language and social class, speech impairment, machine languages, linguistic profiling, universality of language, and forensic linguistics. Questions guiding some of the course content include the following: How does human language differ from other forms of communication? How does machine language (and assistants like Siri and Bixby) work? Where is language stored in the mind and in what ways? Why does some speech sound gendered? What is slang? What’s the best way to learn a second language? With its emphasis on applying up-to-date findings in the field of linguistics to current trends and events in society, this course promises to be an excellent addition to the LTS program.

LTS faculty Tom Delaney, Robert Elliott, and Julie Sykes discussing online summer courses.

Prospective students can find additional details about the program on the LTS website, including guidelines for the application process. The priority deadline for applying is February 1, 2018. The changes described above should appeal to a number of people seeking an MA in language teaching.  Dr. Sykes told us: “I’m looking forward to working with a great new cohort of students.”

November 1, 2017
by Trish Pashby
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Faculty Spotlight: Lara Ravitch

This week, we are pleased to feature UO faculty member Lara Ravitch, who works with the LTS program in a number of ways: guest lecturer in LT courses, MA project committee member, and advisor to the teachers of the Chinese Club at Edison Elementary School. Read on to find out more about these and many other interesting projects she works on here at UO and beyond.

American English Institute faculty member Lara Ravitch wears a number of hats at UO, including several in the LTS program.

What is your position at the University of Oregon?

I’m a Senior Instructor in the American English Institute (AEI). I am back in the classroom now after several years coordinating our Intensive English Program

What courses do you teach?

The AEI has several different programs with a wide variety of courses, and it’s expected that any given faculty member will be able to teach most of them with minimal lead time, so I teach lots of different things! I’ve taught upper-level reading and writing, lower-level speaking and listening, and student success in the IEP. I’ve also taught an eLearning course for educators around the world looking to improve their skills as teachers of young learners, and I’m currently teaching AEIS 112 and 101.

What was your path to the University of Oregon?

I majored in Russian, so after graduation from college, I wanted to spend some time there, and the easiest way was to get a job teaching English. After two years teaching in a variety of contexts in Moscow, I realized I enjoyed this work but I needed more training, so I returned to the US to get my MA in language teaching at the Monterey (now Middlebury) Institute of International Studies. During my MA, I focused on teaching both English and Russian, as well as concentrating in Language Program Administration. After graduation, I adjuncted for a year in Monterey before moving back home to Chicago, where I taught ESL and English Composition at Harry S. Truman College, one of the City Colleges of Chicago. It was an incredible experience that gave me opportunities to work on committees re-developing teacher education for the State of Illinois, improving language assessment protocols across the city, and supervising about 50 adjunct faculty in my department. The students were incredibly diverse, coming from Nigeria, the Philippines, Ukraine, India, Ecuador, Sudan, Bulgaria, Mexico, Vietnam and many other countries. I learned a ton from my amazingly dedicated colleagues and students, but after almost 10 years in the city, we decided we needed a change of scenery and looked for opportunities out west. I was excited to come to the AEI at University of Oregon because of the high level of professionalism. After working in a department where part-timers outnumbered full-time, tenured faculty by more than 2:1, and where the teaching was so intensive that few availed themselves of the limited funding for professional development, I was excited to come to an institution where all of my colleagues would be full time (and thus actively invested in developing programming and supporting students), and where professional development was both supported and expected.

What is your connection to LTS students & what do you enjoy about working with graduate students?

I have worked with LTS in several capacities. I’ve done quite a few guest lectures in various classes, teaching lessons on bilingualism, lesson planning, and outcomes-based curriculum design. I love helping to give LTS students a sense of how their learning applies in various teaching contexts.

As IEP coordinator, I also worked with LTS students to match them to observations and opportunities for research. I loved reading research proposals and am always curious about the results of the studies!

In addition, I’ve been a reader for two MA projects, both dealing with Russian teaching. I was extremely impressed with both products, which filled gaping holes in the field and would be of great use to practicing teachers.

Last (but definitely not least!) I advise the LTS students who teach the Chinese Club at Edison Elementary School. Three LTS students take turns being the teachers of about 10 young children who sign up to spend their Friday afternoons learning Chinese. I meet with the LTS student teachers once a week to discuss the previous lesson and plan the next one, and then whenever possible, I observe the classes and give feedback. It’s a delight to work with such creative and diligent student teachers and to watch the children participating actively and enjoying Chinese language and culture even at the end of a full week of school!

What other projects are you involved in?

I’m participating faculty in the Russian, East European & Eurasian Studies (REEES) program, and this winter, I’ll be teaching a Russian Theater class, which includes a big final performance in Global Scholars Hall! In the summers, I run a Russian language immersion program for 8-18-year-old campers in northern Minnesota. I’ve also just begun a second MA in Special Education here at UO! I do a lot of presenting and teacher training, generally on topics related to experiential learning, alternative assessment, LGBTQ issues in language teaching, and learning differences.

What advice do you have for future language teachers? 

Our field is broad, our learners are diverse, and there is always opportunity to try something new. Don’t worry about mastering it all now – instead, adopt a reflective, lifelong-learning approach and focus on continuous improvement!

October 14, 2017
by zachp
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Spanish Language Learning APP LingroToGo!

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).

LingroToGo is available for download for IOS right now @ https://itunes.apple.com/us/app/lingrotogo/id1273904866?mt=8

Android is coming very soon as well! In fact, if you would like to take part in Beta testing please sign up here:  https://goo.gl/forms/VSGlmNBIfBS26yL13

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