LTS

Language Teaching Studies Blog Site at the University of Oregon

November 11, 2017
by zachp
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Student Spotlight: 2017-2018 LTS Student Yumiko Omata.

I am thrilled to introduce you to current LTS student Yumiko Omata!

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

2017-18 LTS student Yumiko Omata.

I am originally from Japan. After high school, I moved to Tokyo to study art and to work for ten years. In 2000, I moved to Austin, TX to study English for a year or so but ended up staying here for 17 years instead. I met my favorite person/best friend (my husband) the next morning after arriving in Austin! He was one of my housemates and actually the first person I talked to in the US. Life is fun and crazy! Since then, I have lived in several cities in the US and studied painting at the University of Arizona. From 2010-2011, I also lived in South America (Argentina and Ecuador) and enjoyed traveling and learning Spanish. After returning to the states, I settled down in Portland, OR and found a job teaching Japanese and I fell in love with teaching. Art (painting, ceramics, making furniture, etc.), travel and language are my passions. Gardening as well! I miss my garden, chickens, and honey bees left behind in Portland very much.

 Aw, what a lovely story! So, out of all of the programs in the world, how did you end up at LTS?

It is a great question because this blog was the beginning of everything! I was planning to apply to the TESOL program at Portland State University and even took a prerequisite course in summer 2016. I had a few concerns about PSU and started searching other programs on the West Coast and found the LTS blog featuring Keisuke (2015-2016 LTS alumnus). I directly contacted him and he kindly shared his experience in the LTS program and gave me great insight. Then, I visited the program on December 1st (almost a year ago!) and met our director, Keli. Keli warmly welcomed me and made a wonderful impression and let me observe a couple of classes. Also, the Department of East Asian Languages and Literatures (EALL) is another reason I chose LTS. EALL offers the oldest, most well-established Japanese courses in the U.S, and I was hoping to be a part of EALL in order to explore the academic field. The program, people (Keli, Laura, and LTS students), and a possible opportunity to be involved with EALL convinced me I had to be here.

Well LTS is very lucky to have you! And have you been enjoying the program so far?

I am very happy with my decision. I like that the LTS program helps me establish both practical and theoretical foundations and it is very organized and tailored to guide us to find our own path as a language teacher/educator. As I mentioned, people (Keli, Trish, other LTS professors, and the 2017-2018 LTS cohort) are wonderful. I appreciate the faculty members’ enthusiasm and willingness to communicate and support us; they are very approachable. Some of my cohort are from other countries, and I remember my old days as an international student and they definitely inspire me. I was hoping to meet people who teach or are interest in teaching foreign languages other than English, but I definitely enjoy learning EFL/ESL teaching perspectives since it has vast, great resources that I can apply to my field.

What are you hoping to gain from the program?

I am hoping to establish a solid theoretical and professional foundation in second language acquisition and language pedagogy. At the same time, my interest of study is Japanese pedagogy, so it is nice for me to have opportunities to take Japanese and East Asian linguistic courses while studying LTS.

Great goals! Speaking of, I know you’re teaching Japanese this term, what has that experience been like?

It has been wonderful and rewarding in many different ways! This is my first term to teach Japanese as a graduate employee (GE) and it has given me great insight into JFL at an institution of higher education. Before I started this term, I was kind of worried about how to find a balance between my busy academic life as a student and teaching as a GE. Now I feel I found a good rhythm bouncing between the two. I am currently teaching a JPN 101 (first year Japanese) discussion course. I enjoy seeing how students break through language barriers and become Japanese language speakers. They are fun to teach, and I am very impressed by their progress. Interactions with my students, Japanese instructors, and colleagues have been enhancing my life, and I feel that I am part of an academic community. I am quite busy, but it has been a driving force to help me achieve my goals in the LTS program. In the past, I taught Japanese at a small community-based language center in Portland, OR for four years, but my students were all age groups except college students. I started noticing differences between the learners/ institutions and that has been helping me expand my perspective as a teacher quite a bit. One of my GE duties is a weekly observation, and it is an important and great benefit for me to observe courses taught by highly experienced Japanese instructors. I am able to grasp their techniques and teaching styles, which inspire and broaden my future vision of myself as a teacher.

Sounds like a wonderful and rewarding experience indeed! Any final thoughts?

If anyone is interested in the LTS program, don’t hesitate to visit us. Eugene is beautiful, tranquil, and a perfect place to study.

Thanks so much for sharing your incredible journey Yumiko!

 

October 27, 2017
by zachp
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Student Spotlight: Shayleen EagleSpeaker and Brittany Parham

It’s my pleasure to introduce two current LTS students: Shayleen EagleSpeaker and Brittany Parham. Both come to the LTS program via the Northwest Indian Language Institute (NILI).

Please tell the world a little bit about yourself:

My name is Shayleen EagleSpeaker (Wasco, member of Confederated Tribes of Warm Springs). My heritage language is Kiksht. Our people are from the Columbia River, both sides of the river. My grandmother was a fluent speaker of Kiksht and she passed away in the mid 1990s. Today there are no longer fluent native speakers of Kiksht, but I am learning. I heard about the LTS program through Northwest Indian Language Institute about 5 years ago. I graduated from UO with a Bachelor of Fine Art in Printmaking in 2014 and I returned to LTS in summer of 2017 to further pursue a career in teaching Native languages.

My name is Brittany Parham. I was born and raised in Eugene. I received my BA in Linguistics from the University of Oregon in 2016 and have  been studying Ichishkíin for 3 ½ years.

Have you been enjoying the LTS program so far?

Brittany: Yes, of course!

Shayleen: LTS is awesome! I am so glad to be in a program that is flexible for Native American languages. Its also a great cohort, all the people have a very nice quality that is great for the sense of community. I think it is interesting to experience how we relate through our coursework, and watching each other go through this learning process is pretty wonderful. I have learned so much already, and it is really expanding my understanding of how to teach second languages.

What are you hoping to learn in the program?

Brittany: I want to learn some better tools to use in order to support Ichishkíin learners and teachers. I hope to create more curriculum and materials for the classroom, create teacher training resources, and learn the methods and techniques to be an effective language teacher.

Shayleen: I am hoping to learn a lot more Kiksht language and to network with people and organizations that support the kind of work that I am trying to do. I want teachers of Native languages to have opportunities for success. What I have learned in the past is that when Native language teachers are supported in their communities, and supportive of each other, they really seem to enjoy their work and their working relationships. I have found a lot of positive energy and joy in these relationships and I want to make a positive impact by being supportive of others.

And I know you both work closely with NILI…What exactly is NILI and why is it so important to you?

Robert Elliot (LTS and NILI faculty member)
introduces NILI to the LT 608 class

Brittany: NILI stands for the Northwest Indian Language Institute. It was formed in 1997 by tribal requests for Native language teacher training programs. NILI provides training in applied language training in linguistics during our yearly Summer Institute, as was as providing consultations to tribes in the areas of language program design, assessment, policy, linguistics, language documenting and archiving and grant writing. NILI is important to me for so many reasons! I love being a part of something as important as NILI, and being surrounded by so many amazing and influential people. I would not be where I am today without the guidance and influence of NILI!

Shayleen: I first became involved in NILI because I was taking Chinuk Wawa (Columbia River trade jargon) language classes at Lane Community College. My instructor for that class was Dr. Janne Underrinner, who is Director of NILI and pretty much of the main founders of NILI. I was really inspired by what NILI had to offer for two reasons: 1) I had been wanting to learn my heritage language my whole life and I never expected in a million years that I would have the opportunity to do so in an American college or university, and 2) the way that NILI functions is very culturally sensitive and they also do an excellent job at it. After graduating from LCC with an associates degree I participated in my first NILI summer institute, then transferred to University of Oregon where I majored in Fine Art but also took 2 years of Ichishkíin (Yakima Sahaptin) language. Both Chinuk Wawa and Ichishkíin are heritage languages to me. I am Wasco, and my people historically have been very multi-lingual. Our primary language, however, is Kiksht (Upper Chinookan) and I am learning that language now, through independent study at UO. This is literally a dream come true for me! I feel like NILI was a huge catalyst in making that happen for me.

So what projects are you hoping to work on?

Shayleen: Right now, I have some ideas about what I want to do while Im in the LTS program, but I also realize I need to keep my options open and be open to learning because there may be opportunities that I dont know about yet. I am hoping to gain more administrative skills because a lot of Native language teaching requires opportunities to teach and in my context, I believe I will have to be creating some of those opportunities for myself and I hope to be able to do that for others as well. I am also really interested in research opportunities for my language, including linguistic research. Right now, I need to get a grasp on fundamentals of linguistics, which is what I am working on in courses Im taking. That involves a lot of reading and background knowledge. Beyond that I think Ill be open to different project ideas that I will learn about throughout the LTS training.

Brittany: I am hoping to work on creating an online resource for teachers of the language to connect, collaborate and share resources more easily.

How can people help with the preservation and restoration of these incredible languages?

Brittany: People can help by educating themselves about the indigenous peoples locally and beyond. And everyone is welcome to volunteer at our Summer Institute!

Shayleen: I think just people sharing an interest of these languages helps tremendously. When people take the time to learn little bit about Native language preservation and restoration, they are doing a service to the larger community. The Pacific Northwest is historically one of the most linguistically diverse places in the world, so when people support these languages, they are supporting the cultural diversity of this beautiful place. The rate of decline of these languages is one of the fastest in the world as well, so we stand to lose about half of our languages in the United States by the next 50 years. In other words, we are at the top of the list for having the most to lose with regards to languages lost. I want people to know about that and share that information in a positive and supportive way, because the time is right now to make efforts to preserve these languages. Preservation includes documentation and training for archival work, and ideally, teaching it to children who can grow up with Native languages, which is a method called language revitalization. Promoting these activities is the best way to help, whether that means sharing information about opportunities and activity with your networks, or becoming involved in the Native language community, or even by sharing this background info with people who might not know about it. Also, support any education programs that may support Native language revitalization. I think Oregon just passed a law about teaching appropriate Native American curriculum, but that could also extend into languages, where culturally sensitive and appropriate.

Any final thoughts?

Shayleen: It has been really nice to meet people in the LTS program who are from all different walks of life. I have been able to share information about Native languages and to hear the feedback that most people are very interested in it and I really appreciate that! It has been nice be a part of the LTS community as a forum to talk about various language contexts and I think we will all benefit greatly from it because it will help us to create a sense of community as future language teachers. So, I think that the community aspect of the LTS cohort is very important.

Brittany: If you want more information about NILI, check out our webpage!

Welcome to the Northwest Indian Language Institute

Thank you two so much for taking the time to introduce yourselves and share your passion for this very important topic!

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 9, 2017
by gkm
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2016-2017 LTS Fulbright Scholars Spotlight

Student Spotlight – 2016-2017 Fulbright Scholars

From Left to Right: Duong Hong Anh, Kainat Shaikh, Irene Njenga, Suparada Eak-in

This end-of-term Student Spotlight is a special “goodbye” to our dear friends, colleagues, and classmates from the Fulbright Foreign Language Teaching Assistant Program. The Yamada Language Center at the University of Oregon has hosted these four lovely language teachers throughout the 2016-2017 school year, and the LTS cohort has had the wonderful opportunity to study along side them in the various Language Teaching courses they participated in. The YLC has been proud to welcome the FLTA’s without whom 4 of the 8 Self Study Program languages would not be available to the UO students and community. Now that Spring term is over, each scholar will soon be heading back to her home country, and the LTS program would like to recognize and remember the wonderful experiences we got to share with them!

Tell us about yourselves! Where are you from? What kind of work have you done? Any hobbies?

Anh: 

I am Anh Duong. I come from Hanoi, the capital city of Vietnam. I am an English instructor at the University of Languages and International Studies back in my home country. I was granted the Fulbright scholarship last year and came to UO to study and work as an FLTA. About my personal life; I love music, movies, traveling, reading, and taking pictures. Since I came here, I have taken up cubing, basketball, and playing the guitar as my new hobbies.

Kainat:

I am from Hyderabad, Sindh, Pakistan. I work at the National University of Modern Languages (NUML), so currently I am on leave as I am availing the Fulbright Fellowship. I teach graduates and undergraduates majoring in English Literature and Linguistics. I like reading books, and writing critical reviews. I enjoy traveling, especially to the places which have had a rich history.

Irene:

My name is Irene Njenga, and I am from the central region of Kenya. I have a Bachelor’s Degree in Linguistics and a Master’s in Education, both from the University of Nairobi. Before coming to UO, I had worked in two places. My first job was at Dadaab Refugee Camp (Kenya) as the officer in-charge of the Accelerated Learning Program, and my second job was as an English teacher at Mukurwe High School (Kenya). I enjoy traveling and socializing with people from different cultures because it opens my mind to new ways of thinking and stimulates my creative problem-solving skills. I also enjoy swimming, cooking, reading novels, listening to music and watching movies.

Suparada:

My name is Suparada Eak-in. I am from Thailand. Back in Thailand, I worked as a lecturer of English in the Department of English and as a Deputy Director of the International Office at Mahanakorn University of Technology. My specialization is Teaching English as a Foreign Language and Teaching English for Specific Purposes. I taught EAP and ESP to non-English majors including Engineering, IT and Business students. In my free time, I like learning new languages, doing art and working out. Now, I am learning four languages: Korean, Japanese, Chinese and Vietnamese by myself. I also draw and take pictures. My favorite exercises are jogging, Thai boxing and yoga.

Tell us about teaching at the UO as an FLTA! What is that like?

Anh:

One of my key missions in the US is to teach Vietnamese to both students at UO and community members at the YLC. I appreciate the chance to teach my native language and share Vietnamese culture with American people as well as heritage students. Thanks to the Self Study Program at YLC, with small-size classes but extensive interaction with students, I have precious opportunities to listen to many individual stories, enabling better understanding of American culture as well as my own culture.

Kainat:

The YLC is the place to grow professionally, interdependently and culturally. I never taught Hindi/Urdu before coming to US, though it is the national language of Pakistan. I, being a native speaker, learned a lot about my culture, language and country by staying oceans away and that’s not only remarkable but a kind of liberating feeling.

Although I have been teaching for one year before becoming part of YLC, participating in the program has provided me an insight to see language teaching not as a way to show how languages are different from one another, but as a platform to let me explore how languages all around the world are spoken in their natural, cultural and raw forms. So, in order to completely imbibe in this language teaching experience, I myself decided to learn a new language. I attended classes of Turkish. New language gives a new lens to view the world. As such it may seem that speaking different languages actually makes us different from one another but actually learning a new language makes one feel connected to the wider community which is not one’s own. In one place, where creating borders may divide us, but learning new languages can unite us, this is my takeaway from YLC.

Irene:

Swahili is one of the easiest languages to learn! Although a biased view, it is true that Swahili is not a tonal language, has a fixed stress pattern, and words are spelled exactly how they are pronounced i.e. no silent letters! Teaching Swahili at the UO has been very rewarding. It has also been a great opportunity to interact with new cultures and incorporate Swahili culture into language teaching. I believe that my students enjoyed the lessons and gained competence in using the language. This has also helped me refine my teaching skills and familiarity with using the communicative approach in teaching grammar. I never discussed grammar in a tabular form and very rarely used grammar technical terminology.

Suparada:

Teaching Thai at YLC is different from teaching English at my university in Thailand. Firstly, YLC classes are small with no more than fifteen students. This provides me the opportunity to get to know my students more so I can facilitate their language learning more properly. Moreover, YLC offers the Self Study Program which places emphasis on the students’ needs. The challenge is to compromise/balance students’ individual needs and prepare the lessons to serve their needs efficiently. Lecture-based and commercial textbooks seem not to correspond with YLC students’ learning styles and goals. Thus, I mainly implemented a theme-based method in my classes. I set the themes according to the students’ needs and designed interactive activities to engage students in learning. I found that the students enjoyed learning and improved their skills proficiently.

What classes did you take during your time at UO? Did you have any other projects that you worked on? What was the most valuable thing you’ve gained from your experience here?

Anh:

Apart from teaching Vietnamese, I also attended some classes, two of which were Teaching English Culture and Literature, and Testing and Assessment in the LTS Program. The most significant thing I took from these classes is the inspiration from my professors and classmates. I especially enjoy the lively and thought-provoking discussions with different points of view and practical projects in teaching that will benefit my own teaching in the future.

Kainat:

I enrolled myself in three courses, one course per term. My grant with Fulbright ensures that I grow strong academically by taking the classes that can serve my long term goals. Therefore, I took classes in LTS all three terms; Teaching Culture & Literature in Language Classrooms, Teaching Pronunciation, & Teaching and Assessment. My time with LTS cohort is worth treasuring as I met intelligent and creative people from various parts of the world.

I am also part of International Cultural Service Program (ICSP). I presented all around Eugene in different high schools, facility centers, care systems, and at UO as well, as the cultural ambassador of Pakistan.

From my entire year at UO, the most valuable asset that I have gained is to challenge the limits, and to outrun them.

Irene:

I took classes in Language Teaching and International Studies. I worked on various projects like incorporating literature into English language teaching, education and culture in Kenya, as well as creating direct types of assessment. The most valuable thing I have gained is that language teaching can be fun. I have learned how to use different scaffolding activities in teaching language, classroom management techniques, key assessment principles, and skills in creating and/or adopting assessment tools and procedures for the language classroom.

Suparada:

I took two classes in LTS and one class in Linguistics. The classes in both programs provided me knowledge that I can apply in my teaching career. My favorite class was Teaching Pronunciation, which I took last term. I like this class most because I did not only learn the contents but also had opportunities to practice. Besides, I like observing the techniques that Dr. Patricia Pashby used in class. I found those techniques useful and worked well with my students.

Apart from teaching and learning, I worked as a cultural ambassador in the ICSP at UO. I presented Thailand and Thai culture to school students and senior communities in Eugene. It is a great opportunity to meet and talk with local people outside of the university and have productive cultural exchanges.

Any plans for the future, or final thoughts you would like to share?

Anh:

My gratitude goes to the Fulbright program for giving me a chance to come to the US, meet amazing people, and share my story.

Kainat:

When I go back to Pakistan, I will resume my teaching, but there will be entirely different teaching methodologies. I will be working on making classes more student-centered where students should take responsibility of their learning. I learned a lot about testing and assessment this last term, and it has completely changed my perception towards language teaching. I am really looking forward to using the new teaching and testing trends which can ensure learning for not just a fleeting moment but for a life-time.

Irene leaves us with her favorite quote:

“If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.” Martin Luther King Jr.

I believe that despite the obstacles we face when pursuing our dreams, we should always be focused and keep working to realize them.

Suparada:

All of these experiences make me eager to go back and share them with my colleagues and students back home. I also want to better develop teaching methodology and education in my home country.

Safe travels home!

 

 

 

 

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
2 Comments

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.

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