LTS

Language Teaching Studies Blog Site at the University of Oregon

June 18, 2020
by LTSblog
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LTS students think back on the remote term

Our remote Spring term is now over, a much-awaited break is here, and LTS students are free to … well, they are still free just to mostly stay at home!

LTS students are also teachers, even when they are not teaching. They are always thinking about their own (future or current) students as they consider what learning and teaching means to them. Some of the LTS students share their thoughts below on what they have learned from this remote learning term.

LTS students together on campus, following the motto ‘hang out but space out’

I’ve learned that language classes can be done online and there are so many ways to interact with students, even young students! However, I think face to face classes won’t be replaced by online classes. Students still need in-class time to learn languages and practice in an environment. In this term, the micro-teaching workshops gave me lots of ideas for teaching online and I’ve learned lots of strategies for class management. Although this term was hard, I learned some new things and adjusted to the new life.  —Lily

I learned that it’s very important to set boundaries especially during trying times. Early on in the quarter, I noticed myself working long hours for my GE and for school simply because there was no separation between my work and home. I think, especially as teachers, we are prone to overworking and to keep working even when we should be done. This term really demonstrated to me how that is not a sustainable option and that we as teachers and students need to take a break so, when we come back to our work, we can do our best. — Johanna

 Over the past 2.5 months working and studying from home, I have learned that creating spaces that have specific purposes is very important. In general when a grad student, it can be difficult to take breaks, especially if you have work and other life obligations as well, let alone adding a global pandemic to the equation. I see just how resilient we have all been in creating community online and being supportive of each other. There is a definite fatigue that goes along with getting all of your input online; however, I think that there are extraordinary opportunities with integrating it with traditional classroom learning. — Leigh

 Last term’s social-distance was not easy being a student and having a GE teaching position. On the other hand, it was a valuable experience to be in a virtual educational space. I tried to adjust and enjoy myself in the new technological teaching & learning environment because these new unexpected situations, combined with the somewhat expected trends, were inevitable. This new technologically-driven style was expected to happen eventually. However, the sudden happening of COVID-19 may have pushed towards us to a new lifestyle a little earlier than expected. — Cathy

I learned so many things!! As a GE for Japanese department, at first it was so hard to connect with students online without face to face connections. At the same time, I was able to explore many online teaching ideas and strategies! These experiences will definitely help me teach languages in the future. As for learning, it did not stop me from enjoying LTS courses. However, I missed my classmates and playing sports together (I hope we can gather sometime soon!)… — Yoshi

While I haven’t had to teach any classes during this transition to remote learning, I have been a student throughout it, and it has taught me many things about myself as a learner, and also about our educators, and the work they do for us.

Learning online, exclusively, has been very challenging, and it’s shocking how draining it can be, despite hardly moving. Balancing my screen time with other activities has been an important step for me to maintain my ability to function during all of this! Reaching out and benefitting from the cohort has also been one of the things that has kept me sane. Leaning on those relationships that we have built in the previous terms has been really helpful in dealing with the stress of the new learning environment, and the uncertainty of the near future.

Lastly, just from the (relatively) small amount of work that I have had to do through Zoom and other remote learning platforms, I can really see how hard our instructors must be working to continue to provide us with our education. We are all in this together, and I am really grateful for what all of the LTS faculty have been able to do to be there for us, and try to make the best of this situation. Between the cohort and the faculty, I have never once felt like I was completely lost or without someone to talk to.  — Dustin

The presence of COVID-19 was a major challenge as a graduate student. The constant health concerns for myself and my loved ones was overwhelming. I could not escape from those stresses. The necessary implementation of social distancing made this experience more taxing. However, there were goals and deadlines to be met for the term. These may have been what kept structure in my life, outside of online synchronous zoom classes, and ultimately aided me in this time. Yet the standard student stresses (e.g., academics, work, social inequality, etc.) were ever present. There was fatigue, much more than expected or planned for.

Zoom sessions became more therapeutic in a sense. Teaching and learning through zoom were a near daily highlight for me. My screen time grew exponentially, possibly greater than my “gamer junkie” years. The complete online system was not without some problems. There were occasional technical issues that would prevent learning for those unfortunate enough to have them happen. As a personal side, my eyesight has worsened. However, having practice teaching and learning in the complete online synchronous format allowed us to experiment with teaching strategies and materials (online and from in our own respective spaces). — Tommy

This pandemic has presented a new set of challenges for us all. Being a graduate student and GE is a challenge in itself. Not having to go to class freed up some time from not having to physically travel to the classroom, but it also caused a lot of mental fatigue from having to sit in the same spot most of the day and be on zoom calls. What helped me was scheduling physical activity into my daily routine as well as making sure to give myself a break when getting mentally burned out from school or work. — Connor

Teaching online during the COVID 19 crisis has been a totally new experience. It is challenging: in almost every session, we would meet a different issue. However, by solving these issues together with the students, we also generate interesting teaching and learning opportunities. Eventually, we were able to get used to the online model and get the most out of it. I didn’t expect the knowledge of teaching with technology that we learned in LTS would be applied so soon, but it is definitely a good thing to always be ready. I think online teaching is absolutely a viable way of teaching, if enough structure is put into it, we can benefit it even after COVID 19.  — Reagan

 

December 19, 2019
by krobin14
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Alumni Spotlight- Sothy

Sothy Kea graduated from LTS as a Fulbright awardee in 2014 and is now a TESOL language teacher educator and English Center Director in Cambodia. His particular passion for teaching pronunciation led to his MA project, titled “Integrated Oral Skills English Pronunciation Course for Cambodian College Students”.

Sothy at Angkor Wat, Cambodia

What have you been up to since you graduated in 2014?

Since my graduation, I have come back to work as a university lecturer at Institute of Foreign Languages, Royal University of Phnom Penh. I have been teaching in MA in TESOL Program and supervising MA students’ theses. In addition, I have taken a management and leadership position at CIA FIRST International School. I am currently a director of CIA FIRST English Center, which offers general English programs to students of various ages.

What have been the most rewarding aspects of your work in the past few years? Have you had any particular challenges?

Having set up CIA FIRST English Center for CIA FIRST International School has been one of the biggest milestones in my career for the last few years. It used to be only a general English program with approximately 80 students. It has now become a center offering separate English programs to approximately 500 children, teenagers, and adults. In addition, I feel blessed to have formed a dynamic dedicated team in this center, who have been working extremely hard and collaboratively to make today’s success possible. Without them, little would have been achieved! Getting to where we currently are has been quite a challenge though. Transforming an entire organization with a limited budget and human resources was never an easy task. Revamping the curriculum, growing the student number, setting new business strategies, and making other organizational changes were all what we had to do, but these required a lot of patience, dedication, and collaboration among all of the stake holders.

Do you feel that your MA project on integrating pronunciation instruction into the curriculum has been useful to you, directly or indirectly?

with a group of colleagues at CIA FIRST English Center

I believe that my MA project has definitely been useful for my career in two distinctive ways. The overall concepts and hands-on experience of this course development project have tremendously helped me with the curriculum revamping project at CIA FIRST English Center. When we revamped our whole curriculum, I could apply a lot of what I had learned from my MA project into this to make it successful. Also, in MA in TESOL Program at IFL, I have been assigned to teach curriculum and syllabus design in language teaching course in which a great deal of notions from my previous project are practical and relevant, making the teaching even more effective.

Do you stay in touch with any of your cohort members from 2013-14?

After I have graduated, I have been completely occupied with work and family. However, I have been keeping in touch with some friends and professors through email and social media. Last year, I got a chance to attend a conference in Nashville, Tennessee but could not manage to fly to Eugene to visit my professors and friends there. Hopefully, I can do so next time.

Is there any advice you would give to current or future LTS students now in (almost) 2020?

Based on my experience, I am humbled to share a few words with the current and future LTS students. Firstly, knowing your own pace is important. It would be great if you possess all the necessary skills and knowledge to deal with all assigned work in the program. However, if you realize that you usually spend a lot of time to get particular assignment satisfactorily done, then perhaps you might need a different approach. You might need to handle your class assignment as early as possible. The program is quite demanding. It requires a lot of intensive reading, research, and assignment. If you postpone all your assignment, it will build up which you might eventually find it overwhelming to meet all the deadlines. In addition, you could examine whether you lack certain background knowledge or skills to complete the assignment. If so, you might want to take further self-study to build up the necessary background.  Secondly, you should seek help when needed. Inevitably at a particular moment in the program, you will go through a tough time when you feel overwhelmed, stressed, and perplexed. As a matter of fact, this is only seasonal and more importantly, you have a full support system. You could always seek consultation from your course instructors, the program director, and/or the relevant administrative staff. They are unbelievably supportive and approachable! Lastly, you should approach every of your academic course and assignment with utmost care and effort. With time and other constraints, it might be easy to compromise the quality of your works; nevertheless, this academic experience, though somehow challenging at times, will be one in a life time and rewarding in the future. Therefore, it is vital to produce the academic works or results that you are proud to show to your younger generation. Hopefully, my sharing will make a positive difference in your academic journey!

 

November 25, 2019
by LTSblog
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Student spotlight with Dustin! (& ORTESOL 2019)

Dustin Robson is a current LTS student from right here in Eugene, Oregon. He is currently in the 2nd term of the program, and is here today to tell us a bit about himself, how he’s doing in LTS so far, and what his plans for the future are!

Tell us a little about yourself – where are you from? Where have you traveled?

While originally from Long Beach, California, I’ve actually lived in Eugene for most of my life. My family moved up to Oregon when I was pretty young, so I like to consider myself a real Oregonian! I haven’t traveled as extensively as some of our cohort, but I’ve been all over the West and Midwest parts of the US (including parts of Canada and Mexico), as well as Japan and Vietnam.

Dustin (in red, standing) with friends and current/past LTS students Reagan Yu, Ngan Vu, Alina Chen, and former FLTA Amna Hassan

What made you want to join the LTS program?

 Having lived in Eugene before, I also attended the University of Oregon for my undergraduate years. I majored in Japanese, and I also earned the SLAT (Second Language Acquisition and Teaching) certificate for English. Many of those courses overlap with the LTS program, so I had the pleasure of taking courses taught by LTS faculty, and working alongside the 2017-18 cohort. I made friends with several members of that cohort, and also FLTAs (Fulbright Foreign Language Teaching Assistants) from that year, and their praise for the program and its faculty were a major factor for my decision to apply to it as well.

Between graduation and beginning the LTS program, what were you up to?

After graduating from the UO, I left to go to teach English in Vietnam, in a small town called Vũng Tàu.

Vũng Tàu

It’s a coastal city about 70 miles east of Ho Chi Minh City, known for its tourism and beaches. I chose Vung Tau to teach in as opposed to Ho Chi Minh City, because I liked the idea of working in a smaller town, and one without a large surplus of foreigners and expats teaching English. I felt that I would have more opportunities for leading my own classes, and really getting to stretch all my teaching muscles, and I also felt I would be filling a great need for the school I worked at.

The initial couple of months were very difficult getting adjusted to life in a new country, and there were many things that were quite scary at first (motorbikes and the traffic!), but I eventually was able to get into a groove with both living and teaching there. From all the chaos of those early days there, I was really able to learn a lot about myself as a teacher and as a person. Being able to work with learners as young as five years old, all the way up to 18 years old (and a few adults as well) was a terrific chance for me to develop so many skills as a teacher, and also learn lots about what I don’t know, and need to improve. Overall, the experience was absolutely essential, and a very formative journey for me.

One of Dustin’s classes

You’re in the second term of the LTS program — how has it been going so far? What have been some of the highlights up until this point?

Everything has been going well! Having lived in Eugene for years, there isn’t really any living adjustments for me, but for those in our cohort (and the FLTAs) who are new to Eugene, it has been great getting to show them around town, and see what it’s like for someone to experience life in Oregon for the first time! Recently some of us were able to get together and carve some pumpkins for Halloween, which was a wonderful (and messy) experience to share with all who were able to attend.

Aside from life in Eugene, Oregon, one of my absolute highlights from this past Summer was helping out with the Fulbright Orientation that was hosted by the UO this past August. From August 18-22 63 Fulbrighters came to Eugene to prepare for a year abroad in the US. The event had a little of everything, from panel discussions on life as an international student in the US, to games and recreation, and even a bit of microteaching! Yamada Language Center’s Jeff Magoto (and his wonderful team) helped coordinate the event, along with the assistance of many LTS faculty, and current/past members of LTS. It was a great privilege to be able to help, even in a small way, with this wonderful event, that brought people from all parts of the world together in Eugene. Many friendships were made that week, before 59 of those Fulbrighters left to other schools across the country. Four Fulbrighters stayed at UO for the year, and are in classes with many of the current LTS cohort right now. You can learn more about them here: https://babel.uoregon.edu/meet-uos-fltas

63 Fulbrighters from around the world gathered at the UO this Summer

In addition to helping with the Fulbright event, I have also been working at Yamada Language Center helping in any way that I can. I have had the pleasure of helping Director Jeff Magoto present ANVILL at two conferences so far, COFLT and recently, ORTESOL. I’m also helping run the Yamada Language Center Language Exchange program, which serves as a way for students to find others to meet up with, and share each others languages! More information on that can be found here: https://babel.uoregon.edu/language-programs/language-exchange

You mentioned ORTESOL. Could you tell us more about what that is? 

Sure! ORTESOL is a conference that was held on November 15th and 16th up in Clackamas, Oregon. As the name implies, ORTESOL is the Oregon chapter of TESOL, and the conferences have many wonderful people presenting on topics in the world of English language teaching. At this most recent conference, there were presenters from past LTS alum, teachers at AEI, and LTS faculty. I was up there helping Jeff Magoto give a presentation on interactive video (housed within ANVILL, an education platform created by an LTS alum — Norman Kerr), and its many uses within a language classroom.

Jeff Magoto, LTS faculty member and YLC Director, at ORTESOL

Any ideas on what your MA final project may look like?

 It’s still really early, we only just turned in our practice proposals! However, working with Jeff on ANVILL over the past several months, I am interested in further pursuing the idea of transforming traditional language classrooms through the use of technology. It’s still the very early stages, but that’s currently the thread that I’m pulling on the most! Ask me again in two months — my answer may have changed!

Lastly, any plans for the holidays?

 Lots of much needed rest, and time spent with friends and family. I wasn’t around for the holidays last year, so I’m looking forward to making up for lost time this year!

November 25, 2018
by LTSblog
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Student spotlight – Jesus

Jesus with some of his students in Cusco, Peru

Jesus Napancca Herrera is a current LTS student from Peru, now in his 2nd of 5 terms in the LTS Master’s program. Here he tells us a little about his past, present, and future.

Tell us a little about yourself – where are you from? Where have you traveled?

I am from Peru and lived in Cusco for many years. I was born in Lima, but since I was learning languages I thought I should move to Cusco, the city of the Incas and one of the largest tourist destinations in South America.

Tell us about your background in teaching and how you got the idea to start a language school.

I started teaching Spanish in 1997 and English in 1998. I was a private Spanish teacher for foreign visitors who were interested in taking intensive courses in Spanish. I was also teaching English to underprivileged kids from Cusco to contribute to my community. In 2000 I created a little cozy school for foreigners as well as for young Cusquenias who could not afford to pay for learning English. In April 2002 I opened Amigos Spanish School. In the same building we had foreigners learning Spanish and local young adults learning English. Both inspired each other and interacted on a daily basis.

The Amigos Language School that Jesus founded in Cusco, Peru

Another view of the Amigos Language School

What is your life like now here in Eugene? Is it very different?

My personal life hasn’t changed much. I am used to being busy every day and I even used to work on Sundays. The difference lies in the dynamic of my tasks. I used to be in charge of my work and have a group of staff working for me. Now I am working for the American English Institute at UO and I feel really fantastic! It is for me a great opportunity to grow as a person. I really appreciate my colleagues at work and my supervisors are amazing. While in Peru, I felt somehow lost and lonely because most of my compatriots thought I was busy for no reason, in a hurry and pathetically organized. Here in Eugene it is normal. So, I feel I am in my element now and don’t feel so lonely anymore. 🙂

You are teaching at the American English Institute as a GE (Graduate Employee teaching assistant) this term. What have you learned from this experience so far?

I have been learning many things, like how to work in a team. I have adjusted myself to following the new rules of this new job in a new country. My colleagues are supportive and always give me a hand at any time. There are great materials for teaching/learning English as well as new methods of teaching languages. Added to this, there is great infrastructure in the classrooms and at our offices. My supervisors and coordinator trust me in my skills as a teacher and allow me to adjust my class as I suggest. I feel privileged and for me, this experience is priceless.

What are some possibilities for your MA project at this point?

Day by day, the idea of my MA project is getting clearer in my mind. After all these months I have learned a lot in my classes in LTS and that helps me to have a better idea of what I would like to pursue in my MA project and my future career. I would like to specialize in LSP (Language for Specific Purposes) and for my future career I would like to work for companies that might need tutors or teachers for LSP.

What do you want to be sure to do during the rest of your year here? Do you have any specific goals or interests?

I would like to connect (which is already happening) the courses with my future career. I would also like to start my own consulting company to empower all kinds of schools that teaches languages.

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

Post by Leila Tamini-Lichai, 2018-19 cohort

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

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

Trees 

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

           

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

Knight Library

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

 

Agate Hall

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

Yamada Language Center

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

The Faculty

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

 

July 30, 2018
by zachp
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MA Project Spotlights: Yumiko Omata and Zach Patrick-Riley

Yumiko exploring the University of Washington campus before presenting at the Third Northwest Conference on Japanese Pedagogy.

This summer term we are highlighting the final M.A. projects of the soon to be graduating LTS cohort on the blog. For this week’s post, we are pleased to feature Yumiko Omata and Zach Patrick-Riley.

Hi Yumiko! What is your M.A. project about?

My project is to develop an interactive Japanese course for intermediate-level students in a US university in order to foster learner autonomy and intercultural competence. The highlight of the course is telecollaborative language learning between university students in the US and Japan.

How did you become interested in this topic?

I wanted to provide students contextualized learning opportunities. Telecollaboration has great potential to allow students collaborate in a virtual space and engage in interactions with native speakers regardless of geographical constraints.

As LTS faculty member Jeff Magoto asks, in your opinion, what is the coolest/most interesting part about your project?

I am excited about integrating flipped learning into a blended language learning environment (face-to-face classroom + virtual classroom) using multimodal technologies. Thank you for inspiring me, Jeff!

Anything on your Eugene summer bucket list?

  1. Enjoying nature – Hiking and camping
  2. Back to the studio — Taking ceramic classes would be delightful.

 

Zach enjoying the view on top of Spencer’s Butte in Eugene.

Hi Zach! What is your M.A. project about?

My project is a teaching portfolio focused on improving Brazilian English language learners’ phonological competence in preparation for the Cambridge FCE Speaking Exam (and beyond). The activities I have created help students better produce and interpret English prosody, which has been shown to affect perceptions of intelligibility and meaning.

How did you become interested in this topic?

I’ve always loved teaching English pronunciation, probably due to my background in singing and acting. One of my biggest takeaways from the LTS program has been the importance of developing learners’ pragmatic competence in conjunction with any skill. In doing research, I discovered English language learners often have a difficult time interpreting and producing prosodic features such as intonation and pitch variation, which can cause negative perceptions/communicative issues. I saw the opportunity to connect this phonological training to the FCE speaking exam, a high-stakes proficiency test in Brazil and around the world. Quality exam preparation materials already exist, so my goal has been to consider dynamic approaches in designing the materials I offer.

As LTS faculty member Jeff Magoto asks, in your opinion, what is the coolest/most interesting part about your project?

I think the coolest thing about my project is how it empowers learners to improve their phonological competence more autonomously and feel more confident in their own style of communicating.

Anything on your Eugene summer bucket list?

I just want to make the most out of my final month living here in Eugene. I will really miss the friends I have made, so my main priority is to treasure the remaining moments together (for now at least). Besides that, I want to continue exploring Oregon’s beautiful landscapes.

July 13, 2018
by zachp
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MA Project Spotlights: Logan Matz and Ngan Vu

This summer term we are highlighting the final M.A. projects of the soon to be graduating LTS cohort members. This week we are pleased to feature Logan Matz and Ngan Vu.

Logan Matz (left) discussing his project idea with LTS faculty Robert Elliot.

Hi Logan! What is your M.A. project about?

My project is a teaching portfolio designed to improve pragmatic competence for international graduate students studying in the US. International students have to meet a certain language proficiency level, but there’s no corresponding assessment for pragmatics in widespread use yet. Grad students have more responsibilities than undergrads, and so they deserve a correspondingly larger amount of help with adjustment to US academic life.

How did you become interested in this topic?

I’ve always been interested in how people use language, and so pragmatics was a natural fit. Several friends of mine have had experiences where they felt less-than compared to native speakers of English in an academic setting, and I don’t think anyone should have to deal with language getting in the way of expression of knowledge. If I can help people show their smarts, and not feel limited by their language skills, then I’ll consider that a success.

As LTS faculty member Jeff Magoto asks, in your opinion, what is the coolest/most interesting part about your project?

So far, I’ve been trying to put a really big focus on student-created examples for all of my activities. I think that with all the extra work and responsibilities that grad students have to do, on top of the challenge of doing graduate work in your second language, the barrier to entry for getting into the nitty gritty during my activities should be as low as possible. Additionally, the international students in this year’s LTS cohort that I’ve talked to all say that these sorts of activities would be really useful for them. If that’s not a ringing endorsement from the students who would actually benefit from a project like this, I don’t know what is!

Anything on your Eugene summer bucket list?

Try not to die of heat stroke. I’m a frail little Washingtonian. I’d love to summit South Sister before I leave, also!

Ngan presenting her MA Project idea at the graduate student poster session.

Hi Ngan! What is your M.A. project about?

My project is a teaching portfolio focusing on using extensive reading as source texts to support writing fluency.

How did you become interested in this topic?

My interest comes from my personal experiences as an international student studying overseas. I struggled considerably in an English composition class when I first came to the United States and tried hard to figure out how to adapt to the writing conventions in another language. Therefore, I would like to find a way to make writing less intimidating for ESL/EFL learners and let them know that they all have the capability to be a good writer in their own way.

As LTS faculty member Jeff Magoto asks, in your opinion, what is the coolest/most interesting part about your project?

The coolest/most interesting part… I don’t have a specific answer for this question. I just feel that I am currently working with many variables, experimenting with new concepts and trying to put those into a concrete portfolio. How my project looks like at the end is still a mystery for me at this moment but I hope it is beneficial.

Anything on your Eugene summer bucket list?

I would like to hike more and spend more time enjoying the beauty of Eugene with friends in the summer. Time flies.

June 30, 2018
by zachp
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MA Project Spotlights: Alexis Busso and Lee Huddleston

This summer term we are highlighting the final M.A. projects of the soon to be graduating LTS cohort members. This week we are pleased to feature Alexis Busso and Lee Huddleston.

Alexis presenting her initial course design at the LTS poster session.

Hi Alexis! What is your M.A. project about?

My M.A. project is a course design about employing metacognitive strategies in a writing course. The proposed course design is an intensive writing class where writing genres are supplemented by global issues topics. The focus of the project is for students to engage in academic writing while learning about different issues both on a local and international level.

How did you become interested in this topic?

I became interested in this topic for a variety of reasons. In the lesson planning class that we took in the Fall, I wrote a research paper about metacognitive strategies and that is when I was first introduced to the study of metacognition. Furthermore, my undergraduate study was in International Studies and this field has had a profound influence in my worldview. My M.A. project is a combination of my interests and passion.

As LTS faculty member Jeff Magoto asks, in your opinion, what is the coolest/most interesting part about your project?

The most interesting part of my project is that I think it is the only project or one of the few which delves into other fields of study beyond education, foreign language learning, second language acquisition, etc. Moreover, although other students are focused on writing skill, mine is the only one that uses international topics as themes/subjects.

Anything on your Eugene summer bucket list?

Yes! Floating down the Willamette river is a must and endless hikes. I also have plans to go blueberry and strawberry picking and spending lots of time outdoors.

Lee presenting his initial project design at the LTS poster session

Hi Lee! What is your M.A. project about?

My M.A project is a teaching portfolio around the use of local legends as content in English language classrooms in a Micronesian high school context. This teaching portfolio will be designed so that the materials can be adopted or adapted to fit similar contexts. Using legends as content will provide students in isolated contexts with motivating materials that they can then connect to their own experiences, and use such texts to build their academic skills in areas of reading, writing, speaking, and listening. The activities and lesson plans in the portfolio would focus on areas of  language, culture, and experiential learning to use the materials to their fullest.

How did you become interested in this topic?

As I previously mentioned in this blog, I served in the Peace Corps as an English teacher in Micronesia for over 2 years. During my time in Micronesia, I became very interested in the local legends and stories of the islands. I also observed the challenges in education that the islanders face, and I drew the conclusion that using local legends rather than American English Language Arts textbooks would be beneficial to students in terms of utilizing their interests and prior knowledge to help them engage with English at a higher and more creative level.

As LTS faculty member Jeff Magoto asks, in your opinion, what is the coolest/most interesting part about your project?

I would say that the most interesting part of my project is the fact that it provides a bridge for learners by connecting their culture with English; giving value to their culture rather than presenting English as an identity that they must adopt in order to be speakers of the language. In the Micronesian target context, dependence on the United States is an issue that cannot be ignored, and changing pedagogy to be more empowering to students is an important first step.

Anything on your Eugene summer bucket list?

I want to take a more balanced approach to this term. Making room in my schedule to hike, exercise, and relax will all be essential as I finish this program. Maybe I’m a bit ambitious, but going to more music venues, and eating out at a few places I’ve been wanting to try are some other bucket list items. I am from Eugene, so my bucket list for my hometown is rather small at this point.

May 20, 2018
by zachp
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Student Spotlight: Sean Brennan

It is my pleasure to introduce 2016-18 LTS student Sean Brennan. Sean is one of the many students who have pursued concurrent MA degrees in LTS and East Asian Languages and Literatures (EALL)

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

Sean at one of his art gallery shows.

I’m a Kentucky native, but my interest in Chinese carried me away from there to spend a good chunk of my twenties studying in China, and eventually here in Oregon. I remember when I was a kid, I was fascinated by the idea that different people had different ways of speaking and writing, and longed to study foreign language. In high school, I was finally able to study my first foreign language which happened to be German. I enjoyed studying German, but it was only once I was able to study Chinese as an undergraduate that I truly fell in love with another language, and I’ve never looked back. Outside of school, art and in particular, painting, has been one of my life-long passions and I’ve been fortunate to have a couple gallery shows since I moved to Eugene.

You are quite the jack of all trades! So how did you end up in the LTS program?

I believe I first heard about it from the instructor for my Chinese linguistics course here at UO.

What has been your focus in the program?

In participating in this program, my aim has been to gain the tools and knowledge to effectively utilize my experiences learning Chinese as a second language to inform my teaching of the language. I believe my project represents a culmination of this effort, as it addresses a specific need of Chinese learners that’s not accounted for in current curriculum—bridging the gap between English reading and Chinese reading—which I recognized as a problem from my own experiences.

Sounds like a great project! And you mentioned you are a GE (graduate employee) for Japanese literature, how’s that experience been?

It’s been going great. While I’m normally a GE for the Chinese department, teaching in the Japanese department is always a refreshing change of pace, and through the works we read, I get to see the cultural and linguistic exchanges between the two countries throughout history.

Sean presenting at the LTS poster session.

Are you excited to start working on your MA project?

Yes, I really feel good about my project. I’ve received some really positive feedback from Chinese department faculty about the idea, and I think it’s possible it may lead to some serious consideration for adding a Chinese extensive reading course to the curriculum.

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

May 12, 2018
by LTSblog
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LTS presents at 2018 Graduate Research Forum

Every year, the Graduate School showcases research by graduate students at the University of Oregon’s Grad Forum. This past Friday four LTS students presented their projects, alongside other MA and PhD students from various fields. It’s a great chance for LTS grads to get experience presenting their work formally to others outside of the field. All of us who visited the Forum were so impressed by the creative and attractive posters, and the professional presentations that went with them. Go LTS!

Krystal Lyau

 

Yumiko Omata

Yuxin Cheng

Ngan Vu

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