LTS

Language Teaching Studies Blog Site at the University of Oregon

August 18, 2017
by gkm
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LTS 2016 – 2017 Cohort Final Presentations: A Brief Summary and a Fond Farewell

LTS 2016 – 2017 Cohort Final Presentation: A Brief Summary

As the 2016-2017 LTS program comes to a close, the presentations are finished and the finalized projects are rolling in! As this year’s cohort gets ready for their next big adventures in the wilds of language teaching around the globe, this final blog post for the Summer 2017 term will provide a brief glimpse of the hard work and dedication the graduates have put into bettering themselves as language educators, and into bettering the world of language education as a whole. If you missed out on the presentations this year, here is a small gallery of snapshots of each presenter’s work!

Women Teaching Women English: A Contemporary Women Writers Course for Female English Language and Literature Students in Egyptian Universities by Devon Hughes

 

Academic Writing Skills for International Students of Chemistry at a U.S. University by George Minchillo

 

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

 

Marching to Different Drummers: Teaching a Mixed Class of Heritage and Non-Heritage Learners of Russian with Motivation in Mind by Iryna Zagoruyko

 

Korean as a Second Language for English Speaking Husbands: a Multi-cultural Family Situation-based Curriculum by Jiyoon Lee

 

An Adaptive Place–Conscious Ichishkíin Materials Portfolio by Joliene Adams

 

Crafting a Brand in English for English Language Learning (ELL) College Athletes by Juli Accurso

 

Using TBLT to Address Locative Phrase Word Order Transfer Errors from English L1 to Chinese L2 by Lin Zhu

 

Deciphering the Cryptogram: A Word Puzzle Supplement to Traditional Lexicogrammatical Acquisition by Dan White

 

Using Literature to Develop Critical Thinking and Reading Skills in an EFL Class at University by SeungEun Kim

 

Integrating Service Learning into University Level Spanish Heritage Language Classes in the United States by Valeria Ochoa

 

A Career Exploration Course in Mandarin Chinese for Young Learners in East Asia by Reeya Zhao

 

Using Graphic Novels and Children’s Literature Books in U.S. 2nd year CFL University Courses by Yan Deng

 

Creative Writing in the Digital Age: A Course Design for Intermediate ELLs Majoring in English at an American University by Becky Lawrence

 

Using Podcasts to Teach Academic Listening for International Undergraduate Students through Metacognition: A Flipped Portfolio by Chris Meierotto

As a means of “paying forward” all of the help and support that we received from our professors, fellow classmates, and previous cohorts, the 2016-2017 cohort wrote up a short collection of thoughts and suggestions for future/prospective students regarding the final presentations:

How did it feel leading up to the presentations?

“I was able to learn a lot from the other presentations I saw. I learned how to make a good introduction to my project.” – Yan Deng

“It was definitely nerve wrecking at times. However, by this point in the program, I think us cohort members start viewing ourselves as a productive, contributing members of the field rather than students trying to play catch up, so I also viewed it as a chance to show what I could do as an educator.” – George Minchillo

“I felt great since it was a showcase of all my work, and I was happy to share my project with the cohort and faculty. It was a final milestone, and I tried to do my best for the audience to be interested and engaged in what I was presenting.” – Iryna Zagoruyko

How does it feel to know that you have the presentations behind you?

“I feel good because this was an opportunity to share what I have been engaged in for so long with the audience. After doing so many things during my time in LTS, I still felt supported when preparing for the presentations.” – Lin Zhu

“I feel free at last! However, I do think back to some parts of my presentation that I think could have gone better.” – Heidi Shi

“After doing the 2 year option and finally getting to the end of my final project and presentation, I feel exhilarated, excited, and exhausted! I’d been working on my project for a long time and it has morphed and evolved throughout my time in LTS. To present it in its final form in front of my peers, faculty, friends, and family was such an amazing feeling.” – Becky Lawrence

“It is always a bit sad to be done with anything in life. But, I feel that I did everything I could in my project, and hope very much that it could be useful in teaching mixed classes of Russian. I hope activities from my project will be implemented in the REEES curriculum here at the UO.” – Iryna Zagoruyko

What were the most difficult or the easiest parts of giving the presentations?

“I really tried to focus my presentation on entertaining the audience. I tried to leave out most of the minor details, and instead focus on showing the more ‘flashy’ parts of my project.” – Dan White

“The easiest part for me was making the draft of the slides, because I have so many things that I can pick and choose from my whole project to put in the presentation. The most difficult part was tackling audience questions, because some of them were unexpected!” – Lin Zhu

“The easiest part for me was actually having the chance to show my project! The hardest part was having a lot of information, and choosing which ones I should include in the presentation.” – Yan Deng

“For me, the most difficult part was having the confidence in the work I had done, and in portraying myself as an ‘expert’ in front of experts. The most useful part of the presentation was receiving additional feedback from peers and faculty that could be implemented in the final revisions of the project.” – George Minchillo

Any suggestions for future cohorts?

“For future cohorts, I would advise you to start thinking of project ideas early. Be creative, and try to combine your passions and interests with sound language teaching pedagogy. Take advantage of the built-in support of a cohort system, and ultimately just enjoy the process, because it will fly by before you know it!” – Becky Lawrence

“Prepare ahead of time, practice at least five times, and don’t make the slides too text-heavy! Be confident in yourself :)” – Heidi Shi

“Have confidence in the work you’ve done. You will undoubtedly be one of the most well-read and knowledgeable people about your context and materials in the room!” – George Minchillo

“Even though at this stage in the program, you will have completed 98% of your project. However, adequate time should be set aside to prepare for the presentation.” – Lin Zhu

“Enjoy the moment! Be nice to your cohort! They will be the greatest wealth in your academic life.” – Yan Deng

“Definitely be serious about your project! View it not only as an exercise, but strive to do everything possible to ‘break the ground’ in your field and context. Do not underestimate yourself – you have all the potential to create great activities/course designs for somebody to use in their teaching!” – Iryna Zagoruyko

A Fond Farewell

No matter where we go, and no matter what we do in the future, let’s always remember and think back to the knowledge, experience, and camaraderie we shared with one another as we grew into professional educators together. Even if we lose contact, or never find ourselves in a shared space again, we can always provide inspiration to one another to achieve our best, and to work hard to mold the world of academia as we see fit! For these reasons, I believe it is not necessary to say goodbye, but simply to say good luck to the 2016 – 2017 LTS cohort. I know we will all move on to do great things!

Thank you to my cohort members for all of their support! I hope to see you all again soon.
George Minchillo

“Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt. The limits of my language are the limits of my world.” – Ludwig Wittgenstein

August 11, 2017
by gkm
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Student Spotlight – Saba Alamoudi

Student Spotlight – Saba Alamoudi

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.

July 28, 2017
by gkm
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Student Spotlight – Adam Li

Student Spotlight – Adam Li

Tell us about yourself! Where are you from? What kind of work have you done?

Hello, my name is Adam (天天). I come from a small city with over 2,500 years of history – Kaifeng, China.

Becoming a foreign language teacher has always been a dream I am enthusiastic about. Before coming to the US, I got my bachelor’s degree in Teaching Korean as a Foreign Language in South Korea. After graduation, I did different types of jobs including Chinese teacher in a Korean academy and liaison of international affairs in a Chinese college.

You are also completing a degree with the East Asian Languages and Literatures department. Can you tell us about what brought you to the LTS program?

I started my studies at the U of O in 2015, with my first major Korean Linguistics. Knowing that I have interests in language teaching, my advisor Professor Lucien Brown suggested me taking classes in the LTS program in order to fulfill my graduate requirements. However, what I learned from the first course – Curriculum and Teaching Material Development was way beyond my expectation. Realizing the tight connection between my first major department and LTS, I went on taking more courses in both programs. In summer 2016, with the help of the program director Professor Yerian, I got accepted by LTS as a concurrent degree student. Courses I took in the LTS program have strongly helped me to achieve my career goal. Those courses refreshed my mind with teaching methodologies, second language learning theories and other skills that I hadn’t thought about or been aware of.

Could you tell us a little bit about the ideas that you have for your Master’s project?

This summer, I am going to finish the draft of my Master’s Project for LTS. This research report shows evidence that what affects the judgement on accentedness of second language learners from Korean native speakers are the errors in applying “pitch pattern” of phrases.

Could you tell us about any internships or GE positions you’ve had at the UO? 

In addition to my studies, I am also enjoying a couple of opportunities to apply the skills I have learned from the classes. During weekdays, I teach beginner level Korean as a Graduate Teaching Fellow. The class consists not only American students but also a large portion of international students who are also interested in Korean language and culture. Every Friday afternoon, I meet kids in the Edison Elementary school for a Chinese Language and Culture Club. This after-school club offers Grade 3-5 kids the chance to experience very authentic Chinese culture as well as tons of fun games. In both classes I feel rewarded for seeing students loving the activities I design and the language and culture I share with them.

 

July 21, 2017
by gkm
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Student Spotlight – Iryna Zagoruyko

Student Spotlight – Iryna Zagoruyko

Tell us about yourself! Where are you from? What kind of work have you done? Do you have any hobbies?

My name is Iryna Zagoruyko and I am originally from Ukraine. I moved to the U.S. 5 years ago. I got my first Master’s degree in Business Administration in Ukraine. After graduation, I worked as a manager of foreign economic relations at the Korean International Company in the capital of Ukraine, Kyiv. Also, in Ukraine I worked as an Interpreter of English for foreign economic delegations. After I moved to the U.S., I worked as a student specialist in the ESL Department at Lane Community College in Eugene. After that, I did my second Master’s degree with the Russian, East European, and Eurasian Studies Department at UO, simultaneously teaching first- and second-year Russian courses as a GE for two years (2014-2016). Being a Russian GE really changed my life goals: I understood that language teaching is my passion and decided to receive more knowledge on that. Now I am a graduate student at the LTS program of the Linguistics Department of the UO, and plan to receive my third Masters’ degree in language teaching this Summer.

This year was quite intense for me. Juggling being a graduate student in the intense LTS program, working at CASLS, and having a small baby (who was born three weeks after I started the LTS program) was quite a challenge. I did not manage to have a lot of free time for hobbies or interests and had to plan smartly to balance all aspects of my life. But every spare minute I have I try to spend with family: my baby and my husband. We really enjoy hiking together, going to the coast in Florence, and just being together at home.

Could you tell us more about your GE position at UO?

This year I was a graduate employee (GE) at CASLS (Center for Applied Second Language Studies) at UO. I worked on the Russian version of CASLS’ Bridging Project, a year-long hybrid course centered on exploring student identities. This project encourages students with high levels of proficiency, especially heritage students and those who graduate from immersion programs, to continue language study at the college level, which has become increasingly more challenging. CASLS is a great environment where people support and value each other. It was a big honor for me to work in such a highly-valued and highly-recognized National Foreign Language Resource Centers as CASLS. I truly believe that work which is done at CASLS will improve teaching and learning of world languages.

Could you tell us a little bit about the ideas that you have for your Master’s project?

My master’s project is called “Marching to Different Drummers: Differentiated Instruction for Teaching Mixed Classes of Heritage and Non-Heritage Learners of Russian with Motivation in Mind.” The motivation for this project is to offer language teachers access to the concepts of differentiated instruction, and strategies for applying it to their specific teaching context – mixed/homogeneous classes of heritage and non-heritage learners of Russian of novice to intermediate levels of proficiency.

What is the most valuable thing that you’ve learned during your time at the UO?

Probably, that we, LTS students, are all in a perfect place to gain very valuable knowledge on teaching which we can later apply in our lives. Professors in the LTS program possess extremely high levels of expertise in language teaching and offer us great support. Being a part of a single cohort of LTS students who are taking the same classes and doing the same projects together is really fun.

June 30, 2017
by gkm
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Student Spotlight – Jiyoon Lee

Student Spotlight – Jiyoon Lee

Tell us about yourself! Where are you from? What work have you done? Any hobbies?

I was born in Cheongju, South Korea, but when it was time to go to university, I moved to Seoul, and I lived there for almost ten years. I majored in Korean language and literature and journalism, and in my last year of university, I got the Korean language teaching version of a TEFL certificate at another university. After graduation, I started working teaching both Korean and English to speakers of other languages at a community welfare center and an NGO. I also worked in program administration managing language classes and tests at a university and at a couple foreign resource centers for the city of Seoul. During that time, I met my husband Chris, and we decided to move to America and apply for graduate schools. We spent almost nine months in Denver, Colorado before coming here to Eugene.

I have quite a few hobbies. I really enjoy going to see movies in the theater. My favorite movies are horror movies and thrillers like the Korean movie The Wailing(곡성) or the original Texas Chainsaw Massacre, but I like romantic comedies too. I also like baking and cooking. I always find baking to be a good stress relief when school gets too stressful. Recently, I’ve also started gardening. This is the second year in a row that we planted a vegetable garden in our backyard. I’m surprised how well we can grow tomatoes and other vegetables in our garden.

 

What was your experience being a Graduate Employee for the Korean department at the UO like?

Being a GE at UO was a great experience. This was the first time that I was able to teach Korean outside of Korea, so working with the undergraduate students was a lot of fun. But, I have to say that being a student and a teacher at the same time is pretty challenging. I think the biggest challenge was adapting to a new student culture. To be honest, it was a bit intimidating at first. However, if I look back at my experience, I can see how the LTS program helped me improve my teaching ability and build my confidence over the two terms I was a GE. I learned a lot about second language teaching in my LTS courses, and I was able to use that information to help improve my teaching. Also, the cohort and the faculty from both the LTS, and East Asian Languages and Literatures departments were really supportive and they gave me some good advice for some of the challenges I had while teaching. I still see my former students around campus or in Eugene, and they always politely say “hi (안녕하세요)” to me by bowing and speaking in Korean. I’m always impressed by their correct honorific usage and culturally appropriate behavior, so I can tell that they had a good GE teacher. 😉 I’m looking forward to teaching them in second year Korean this fall.

 

Could you tell us a little bit about what you are focusing on for your Master’s project?

Actually, I’m pretty busy right now because I’m working on both my MA project and a publication with Dr. Brown in the EALL department about Korean speech-style use in the marketplace. Luckily, I’ve been able to focus a lot of my LTS coursework on my MA project.

For my MA project, I’m designing a Korean as a second language course for English-speaking husbands of Koreans living in Korea. When I got married to Chris, I saw that the language that he was learning in the textbook and in his Korean academy wasn’t really helping him communicate with my family or to perform daily tasks in Korean society. I belong to a forum of Korean women who are married to foreign spouses, and they often say similar things about their husbands. So, I found a need, and I’m designing my project to fulfill the need of teaching functional survival language skills and sociocultural competence for English-speaking husbands of Koreans. It’s a lot of fun to think about new ways to help the husbands learn about Korean family communication using problem-based learning.

 

What is the most valuable thing you have learned since joining the LTS program?

I can’t really say that something is the most valuable because I’ve learned a lot of valuable things in this program. Of course I’ve learned a lot of practical aspects about teaching language and about developing assessments and language courses, but I’ve also learned a lot about the purpose of a cohort. I wasn’t familiar with the cohort system until I came to UO, but I think the cohort is a really amazing thing because everyone is very supportive of each other. I’m pretty shy and introverted in general, but I’m amazed at how many people help me by giving me feedback on projects or assignments, or when I give presentations. Their support has helped me to build confidence in myself as a non-native English-speaking graduate student. Graduate school is hard, and I think it’s even harder as an international student because of the linguistic and cultural differences, especially for someone who hasn’t had experience studying in an English-speaking university like me. However, just by being in classes with the cohort makes me feel like we are all in it together, and it helps to motivate me to continue to work hard in my studies. Also, the faculty has all been really kind and helpful, and I value how much they have supported my development as a Korean teacher, and in helping me find opportunities.

June 3, 2017
by gkm
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Student Spotlight – Reeya Zhao

Student Spotlight – Reeya Zhao

Reeya Zhao presenting a poster of her project titled, “A Career-Exploration Course in Mandarin Chinese for Young Learners,” at the UO 2016-2017 Graduate Research Forum

Tell us about yourself! Where are you from? Where have you studied? Do you have any hobbies?

My name is Reeya Zhao, and I’m from Beijing, China, where I spent most of my life before turning 18. The city of Beijing is a mix of ancient, modern, domestic and overseas sites and cultures. People come and go since they can find both opportunities and challenges there. At the age of 18, I decided to leave to attend the East China Normal University in Shanghai, and that’s where I found the Disney summer internship and the OIIP programs in 2014. I worked at Walt Disney World in Orlando, Florida for two months as a merchandise representative before OIIP. This was technically my first overseas job, and I had so much fun because we often stocked past midnight after the garden closed and I met many Disney characters backstage. OIIP is an international internship program at the University of Oregon. During that 5 months, I took two courses at the UO while working as an intern in the kindergarten department of Mt. Vernon elementary school, with two teachers and two teaching assistants. After that, I made my decision to be a language teacher and come back some day pursuing further education.

Has the LTS program brought you any extracurricular opportunities?

Now, it has been almost one year for me studying in the LTS program. As an international student, I feel it’s very intensive yet worthwhile. By following the suggestions of which courses to take from our coordinator Dr. Keli Yerian, I feel that each term is a little bit more intensive than the previous one. The Gaokao (China College Entrance Examination) was the first high pressure educational experience for me, and the LTS cohort and program are the first ones to push me to become more professional in various ways. In the Fall and Winter terms, I participated in the Edison Chinese Club Program. Two other Chinese cohort members (Yan and Adam) and I planned and taught Mandarin lessons together after school on every Friday, and were directed by Professors Keli Yerian and Lara Ravitch. This was challenging at the beginning because not only did we need to think of attractive activities and how to best sequence all of it, we also pre-planned for imagined classroom management problems, and sometimes dealt with unexpected situations. For example, with planned small group activities, some kids might feel like working alone on some days, and we would come up with an “emergency plan” to let him/her be out of the group for a while. However, we always reminded ourselves to encourage them to come back eventually, because cooperation is one of the essential skills we want the learners to develop further in our Chinese club.

Tell us a little bit about your Master’s project! What is the context of your project?

My Master’s project is a course design for young learners of ages 10-14 studying at international schools in China. I believe that students within this age range are developing their awareness of future careers, and they need the language as a bridge between them and the outside world in this foreign country. Due to these reasons, I’m thinking of a career-exploration course taught in Mandarin Chinese to formally develop their multi-language and multi–culture abilities.

What are the most valuable aspects of the LTS program as you’ve experienced it so far?

I also value the circumstances of discussing, sharing, and working together with all the cohort members in LTS. I also love the various connections provided by all my instructors and the courses they lead. For example, in the Talking with Ducks course led by Professor Laura Holland, we had three classes each week. On Tuesdays, all the TWD teachers carefully planned and discussed the chosen activities together. On Thursdays, we actually taught in an English conversation college course for international students. Then, on Fridays, all the LTS cohorts got into the class to debrief and reflect how we did on those Thursdays. Last but not least, I also like the LT 536 course design and the LT 549 testing and assessment classes where I was pushed to design a course and assessments. In doing so, I was given the motivation to research and look into the use of authentic materials.

May 19, 2017
by gkm
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Student Spotlight – Joliene Adams

Student Spotlight – Joliene Adams

Tell us about yourself! Where are you from? What previous work have you done? Any hobbies?

I hail from Portland, Oregon but enjoyed a well-spent six years in Boulder, Colorado during which I completed an M.A. in Comparative Literature. I have worked as a Spanish-English bilingual legal assistant for an immigration attorney, coffee slinger, mentor to at-risk Bolivian youth, aerobics instructor at a home for the elderly in Cuba, writing tutor, and freelance editor.

My hobbies include playing Lt. Commander Geordi La Forge in Eugene’s local Trek Theatre, rock climbing, laughing wildly, and going to fellow LTS-er Dan White’s UO Rubik’s Cube club.

Tell us about your work with NILI and learning Ichishkíin!

Far more than a hobby has been my involvement with the Northwest Indian Language Institute (NILI) at the University of Oregon and learning the PCNW language Ichishkíin. It has been and is a privilege to both collaborate there and learn the language. While 25 languages were once spoken in Oregon and 25 in Washington, only one indigenous language class is available at UO. However, NILI supports many Native community members in their efforts towards self-determination and language revitalization. Collaborating there, through internships (from archiving Klamath-Modoc materials to creating mini-lessons for our Ichishkíin classroom), being an Ichishkíin student, and volunteering at the annual two-week Summer Institute has meant supporting those efforts.

Tell us a little bit about your Master’s project!

During the Summer Institute, teacher training happens for Native community members, as well as curriculum and materials development and other educational related endeavors in classrooms and events. I have participated in Lushootseed classrooms and mapping workshops. The latter led by LTS instructor and NILI Associate Director of Educational Technology Robert Elliott; my own final MA project has morphed into a relatedly inspired project with him as my advisor. I will be using ideas ranging from paper map creation to cyber-cartography to adapt existing Ichishkíin materials into new ones. This both fulfills the mission of creating new materials for language use in the spirit of the Ichishkíin classes I have taken, as well as repurposing existing materials that contain indispensable language knowledge provided by first speakers. These materials will be either teacher created, designed to be student created, or teacher created yet student manipulated.

What is the most valuable thing about the LTS program for you up until this point?

These NILI & Ichishkíin based experiences have blended richly, poignantly, and distinctively with my other work during the LTS program (including an internship at the American English Institute), as many of the pedagogical circumstances are unique and require accordingly unique approaches and considerations. This is where place-related learning and everyday-relevant language learning became fulcrum to my internal gravitation towards effective, hands-on, collaborative, experiential, and multidisciplinary educational frameworks and experiences.

For me, the most valuable part of LTS has been precisely this co-habitation of the typical program route and my experiences with NILI. I am deeply grateful for both.

May 5, 2017
by gkm
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Student Spotlight – Juli Accurso

Student Spotlight – Juli Accurso

  • Tell us a little bit about yourself. Where are you from? What is your previous experience before coming to UO? Any hobbies? Etc.

I was born and raised in Casstown, Ohio. It is a small farming town that topped out at 267 people at the last Census. I guess an updated stat would be 266. I earned a Bachelor’s degree in French and Linguistics at Ohio’s first university, Ohio University (Go Bobcats!). My time in Athens is where my interest in language learning and teaching was cultivated. To date, I have more experience being a language learner than a language teacher. In 2012, I studied abroad in Avignon, France. After the term finished, I moved to Saint-Marcel-les-Sauzet and was a WWOOFer at a bed and breakfast. (WWOOF is an acronym for the organization, World Wide Opportunities on Organic Farmers, and a WWOOFer is someone who volunteers their time at an organic farm or the like in exchange for room and board). I was learning French in the wild. It was exhilarating. So much so that I returned in 2014 for a second stay. Although I didn’t know it at the time, WWOOFing really helped inform my philosophy on language teaching & learning.

  • I know that you are a GE at the Jaqua Center. Could you tell us what that is like?

Yes, I’d love to! I’m the Writing Learning Assistant Graduate Employee for the Services for Student Athletes department. I tutor student athletes taking writing courses or courses with a heavy writing component. One of the perks about this position is that I get to bring what we learn in the LTS program with me to work. In addition to working with athletes in writing courses, I also tutor many of our international student athletes helping them with schoolwork and developing their English language skills. Working with the SSA staff and student athletes has been a really fun and rewarding part of graduate school. I love learning about each student’s story and, more importantly, watching it be written in real time. Different from teaching, I often work with students for several terms, which allows time to observe academic and athletic growth.

  • What is the most valuable aspect of the LTS program as you’ve experienced it thus far?

One aspect has been the opportunity to work collaboratively with fellow classmates. I’m a hands-on learner, so the opportunity to get our hands dirty with material, concepts, and teaching techniques has been very helpful.

 

April 26, 2017
by LTSblog
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LTS Faculty Post Trish Pashby: Pronunciation Teaching—Moving from Fear to Fun

Trish Pashby is a Senior Instructor II in the American English Institute and has been a teacher educator in LTS since the program began in 2004. She has taught many of the LTS courses over this time, and currently teaches her favorites, LT 541 Teaching Pronunciation and LT 528 Teaching Culture and Literature.

For me, pronunciation lessons are the most fun possible in the classroom. I love the whole process:

  • finding out who my students are, what they want, what they need;
  • creating opportunities for them to unveil simple yet hidden patterns of the English sound system;
  • observing as they compare how they had been previously producing a word (or phrase or text) to a variation that improves their intelligibility and confidence;
  • setting up practice drills followed by more communicative activities that allow them to work with the new pronunciation in various ways;
  • checking in with them about their progress and providing encouragement and guidance to keep going,

Sadly, only a handful of my colleagues share this passion. In fact, many English language teachers lack confidence in how to teach it at all (Baker, 2014; Murphy, 2014). This may partly be explained by the fact that “relatively few teacher education programs provide courses on how to teach L2 pronunciation” (Baker, 2014), which experts in the field (Derwing, 2010; Murphy, 2014) deem essential. The LTS program requires LT 541 (Teaching English Pronunciation) for students focusing on English. In this post, I will share some of the key areas we cover in the course. If you are a current or future language instructor who feels nervous about teaching pronunciation, I strongly encourage you to dabble and play with the following. Parts may lead to ways for you to build your confidence, and maybe even fall in love.

Intelligibility vs Comprehensibility vs Accent—and other “Big Picture” Issues

Munro and Derwing (1999) define intelligibility as how much a listener actually understands, comprehensibility as how difficult it is for the listener to understand, and accent as how the speech varies from the dialect of the listener. For example, substituting a “th” with /s/ in “think” or /d/ in “the” will probably fall under “accent” if the listener notices the substitution but has no trouble understanding. In diagnosing the pronunciation of their learners, teachers need to distinguish among the three, and prioritize the former.

Several key questions interact with this to create the “big picture.” What are the learners’ goals? Who will they be interacting with? What is possible? Reasonable? Desirable? (Don’t assume all of your learners want to acquire your particular pronunciation. Some may prefer another dialect of English. Or want to maintain a connection to their native language.) What about those seeking to sound native-like? What progress can they make and what role can you play in that? Can non-native speakers be good pronunciation teachers?

My answer to this last question: Yes, of course non-native speakers can be excellent pronunciation teachers as long as they understand the sound system of the target language and have the skills to communicate this to learners through effective practice activities. They can use their own voice to model the language but should also present a variety of models to their students, just as native speaker teachers should.

Advice: Keep your assumptions to a minimum and instead rely on (1) much communication with your learners and (2) current research in the field.

Suprasegmentals (Stress, Rhythm, Intonation)

For many teachers, especially those who are native speakers of English, suprasegmentals may present the most challenging aspect of pronunciation teaching and require considerable training of the ear. I clearly remember sitting in a phonology class years ago as student unable to distinguish one syllable from another—to my ear, none sounded longer, clearer, higher. However, suprasegmentals can play a huge role in the intelligibility and comprehensibility of your learners and will thus need your attention.

Rising vs falling intonation might be a reasonable place to begin—for example, exploring American English patterns for differentiating wh-questions from yes/no questions. I tend to start off my pronunciation courses with a lesson on “tonic stress” (the main stress in a thought group), essential for the international graduate students and scholars I work with. This is then followed with a session on word stress, also key to their intelligibility and comprehensibility. Rhythm (stressing content words and reducing function words) is covered in many pronunciation texts for students, yet not all experts agree on how accurate/effective this is. Dickerson (2014) argues this approach should be replaced with finding the “anchor” among the content words to complement the tonic stress.

To consider: How does intonation affect meaning in English? Where does tonic stress usually occur? Why might it vary from this position? What are typical word stress patterns in English? Which of these might be most useful for students?

Advice: Teach yourself–with patience and kindness–to hear/notice stress, intonation, and rhythm (most of which may lurk below your consciousness, especially if you acquired English as a child) and become familiar with the fascinating role they play in English communication. I recommend getting your hands on one or more pronunciation textbooks for students and carefully studying the exercises. In my case, I finally learned to hear stress via the first edition of Marsha Chan’s (1987) Phrase by Phrase.

LT 541: Students George Minchillo (center) and Yan Deng (right) teaching pronunciation to an international visitor (March 8, 2017)

Segmentals (Consonants and Vowels)

Set a goal for yourself to learn the phonetic symbols and details of articulation for all the sounds of the target language. You probably won’t be creating lessons for all of them, but you’ll want to be ready in case a student needs some feedback or instruction. If IPA symbols intimidate you, look into alternative systems such as “the color vowel chart,” which provides a very accessible way to for teachers and students to understand and manage North American English vowels: https://elts.solutions/color-vowel-chart/.

To consider: Which sounds most strongly affect intelligibility and comprehensibility? How do sounds change depending on their place in a word and the sounds surrounding them? What is the best way to convey this information to learners? What kind of practice is most effective?

Advice: If mastering all of the vowels and consonants feels overwhelming, pace yourself and start with a few at a time. Consider which sounds are most connected to your learners’ intelligibility and comprehensibility issues. You can also explore information on “functional load”: the frequency of a sound’s occurrence and in how many instances this sound distinguishes one word from another.

Designing Lessons

As with any subject you teach, you will need a framework/approach for designing effective lessons. Learners will need access to information and opportunities for practice. In the LT 541 course, we use Celce-Murcia et al.’s (2010) “communicative framework.” Lessons begin with clear explanations and demonstrations in which students can experience the sound or pattern, often with visual, tactile, or kinesthetic accompaniment. Tools like the following can play a role:

  • mirrors to observe lip, teeth and jaw movements
  • feathers to test aspiration of of /p/, /t/, /k/ at the beginning of words
  • plastic teeth with puppet tongue to show articulation
  • animated video of sound articulation http://soundsofspeech.uiowa.edu/english/english.html
  • rubber bands to stretch on stressed syllables
  • coins or other small object to illustrate stressed and unstressed syllables
  • kazoos to focus on intonation (humming will work too)

Tools from Trish’s pronunciation “toy box”

Students will need plenty of production practice, moving from very controlled exercises (with limited focus on meaning to keep the attention on the new sounds) to gradually more meaningful contexts. They will also need strategies to continue building skills outside of the classroom.

Integrating Pronunciation across the Curriculum

English classes focusing primarily on pronunciation are rare. Thus teachers must find ways to bring pronunciation instruction into courses that focus on other skills. These lessons may be less elaborate than those in a pronunciation course but can certainly cover both segmental and suprasegmental aspects affecting intelligibility and comprehensibility. Char Heitman, a guest lecturer in LT 541, presents a variety of such activities to use in a reading/writing course including having students search texts for specific spelling/sound correspondence examples, chart new vocabulary according to word stress patterns, and practice thought groups and intonation before discussing key ideas [http://eflteachingresources.blogspot.com/2015/02/shaping-way-we-teach-english-webinar_15.html]. Additional ways for integrating pronunciation across the curriculum can be found in several chapters of Tamara Jones’ (2016) Pronunciation in the Classroom: The Overlooked Essential.

Recommendations

Form a group with colleagues or classmates (or go solo, if you prefer) to tackle areas of pronunciation instruction most important and interesting for your teaching context. Resources might include the following.

Teaching Guides:

  • Celce-Murcia, M. et al (2010). Teaching Pronunciation: A Course Book and Reference Guide (2nd edition)
  • Grant, L. (2014). Pronunciation Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor, MI: University of Michigan Press
  • Jones, T. (2016). Pronunciation in the Classroom: The Overlooked Essential. Alexandria, VA: TESOL Press.
  • Meyers, C. & Holt, S. (1998). Pronunciation for Success. Aspen.

Student Textbooks:

  • Dale, P. (2004). Pronunciation Made Simple. Pearson.
  • Lane, L. (2012). Focus on Pronunciation 3. Pearson.
  • Grant, L. (2016). Well Said. Cengage.
  • Miller, S. (2005) Targeting Pronunciation. Cengage.

Journals in the field, such as TESOL Quarterly, regularly publish research related to pronunciation teaching. TESOL’s “Speech, Pronunciation, Listening” interest section publishes a newsletter with practical ideas for teachers [http://www.tesol.org/connect/interest-sections/speech-pronunciation-and-listening/as-we-speak]. Conferences are an especially enjoyable way to build your pronunciation expertise. The annual TESOL conference always features a number of excellent pronunciation workshops and demonstrations, from which I have learned many of my favorite techniques and activities for pronunciation fun.

References

Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48, 136–163.

Derwing, T. (2010). Utopian goals for pronunciation teaching. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp. 24-37).

Dickerson, W. (2014). A NAIL in the coffin of stress-timed rhythm. Proceedings of the 6th annual pronunciation in second language learning and teaching conference, UC Santa Barbara, Sept. 2014. ( pp 184-196).

Munro, M. & Derwing, T. (1999) Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners. Language Learning, Vol. 49, Supplement 1, 285–310.

Murphy, J. (2014). Myth 7: Teacher training programs provide adequate preparation in how to teach pronunciation. In L. Grant (ed) Pronunciation Myths: Applying Second Language Research to Classroom Teaching.pp188-224 Ann Arbor, MI: University of Michigan Press.

 

 

April 21, 2017
by gkm
0 comments

Student Spotlight: Aska Okamoto

Student Spotlight: Aska Okamoto

  • Tell us about yourself! Where are you from? What kind of experiences have you had at UO? Any hobbies?

I am from Tokyo, Japan. I have lived in Eugene, Oregon for about 7 years. I graduated from Tokyo Woman’s Christian University and got an English teacher’s license in Japan, but I did not want to be an English teacher who doesn’t speak English fluently. This made me come to the States seven years ago. I graduated from the University of Oregon in 2016 with a Linguistics major and a Dance minor, and I worked at the Japanese Immersion Elementary School in Eugene as a Bilingual Educational Assistant in my last academic year. I helped students in both English and Japanese classes. I also did private tutoring with some students from 1st to 5th grades. That tutoring experience was completely different than the assistant position at the elementary school. I learned about time-management and project-based teaching, and I could create some materials and activities based on each student’s motivation for learning Japanese.

I like dancing. When I was an undergraduate student, I was in some faculty/student concerts put on by the Dance Department. I used to practice ballet a lot, but now I like modern dance more because I met some great modern dance teachers here at UO. I love singing and listening to music. When I feel stressed during midterms or finals week, I sing aloud and that makes me feel better.

  • You’re the leader for the Japanese Language Circle. Can you share with us what that’s like?

Even though my focus is “teaching English,” I am still interested in and working on teaching Japanese also because of my previous experience in the field. From Fall term 2016, I have been a leader of the Japanese Language Circle at the Mills International Center. Both Japanese learners and native Japanese speaking students come to this circle and every week we have different people. It is not a class or anything, but certain people come every week and we are building a new community. We mostly have conversations. As a leader, I pick some random topics for each week, such as current events, Japanese or American culture differences and similarities, and new terms or trends both in Japan and in the States. I do not know how other languages run the circles, but I decided to make slides and set some target topics because our circle is sometimes quite big. If you are interested in the Japanese Language Circle, please go check this website!

https://sites.google.com/site/japanesecircle201617/

  • What is the topic of your Master’s project? Can you tell us about it?

My Master’s Project is titled “The Effective Usages of L1 with a Plurilingual Approach in Content and Language Integrated Learning (CLIL) in Junior High English Curriculum in Japan”. By 2020, Japan will implement a major reform of the English education curriculum in junior and senior high schools in which English classes will be taught as “English only” in response to globalization. It is the government’s decision but teachers are seeking more effective ways to transition to only English use in the classroom. I am exploring the benefits of using the first language, in this case Japanese, in English as a Foreign Language classrooms, especially with novice learners. My Master’s Project is a research-based teaching portfolio that illustrates options for how teachers and students can use Japanese effectively to transition to an English-only CLIL classroom. I would propose some solutions for this new approach of English Education in Japan.

  • What is the most valuable thing that you have learned/done in the LTS program?

Since I got the Second Language Acquisition Teaching (SLAT) certificate when I was in undergrad, I had a flexible schedule in Fall and Winter terms, so I was able to take some classes from the EALL (East Asian Language and Literature) department. I have learned Japanese pedagogical phonetics, and Japanese and Korean syntax. They were phenomenal experiences for me because even though I had some Japanese linguistics courses in Japan, it was completely different than the ones offered in the States. My target learners share the first language, in this case Japanese, so it was good to see Japanese linguistics from different angles.

Another thing that I really like about this LTS program is that we have a cohort system. That makes me feel like I am a part of the LTS program. Every student has completely different and unique learning and teaching experiences. All the feedback and comments that I get in class (sometimes outside of class also!) are very precious and always making my rigid way of thinking more flexible. In our community, we’ve been building up our relationships since last Fall term (some are from last Summer term), so I feel comfortable to give and receive positive suggestions and feedback.

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