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LTS Faculty Bios

Marjorie Barker (PhD, MA Linguistics, University of Oregon; MS Education, TESL specialization, Radford University) has experience teaching English and French in Haiti and the United States. Areas of special interest include pragmatics, the relationship of language and cognition, and philosophy of language.

Current research projects:

(In press) with Dr. Eric Pederson (Linguistics, University of Oregon) Syntactic complexity in a verbal production task.
With Dr. Habibollah Ghassemzadeh (Tehran University of Medical Sciences) Cross-linguistic metaphor.

Recent publications:

M. Barker & T. Givón (2002). On the pre-linguistic origins of language processing rates. In Givón, T. and Malle, B. F., The Evolution of Language out of Pre-Language. Amsterdam & Philadelphia: John Benjamins Publishing Company.
M. Barker & T. Givón (2005). Representation of the interlocutor's mind during conversation. In Malle, B. F. and Hodges, S. D., Other Minds. New York & London: The Guilford Press.

LTS courses taught:

LT 528 (Culture, Literature, Language).

Tom Delaney (PhD University of Auckland; MA, Monterey Institute of International Studies) has experience teaching in Korea, Japan, Colombia, Turkey, New Zealand, and the United States. In addition to teaching English for academic purposes at the American English Institute, he teaches the Testing and Assessment course in the Language Teaching Specialization MA program. His interest in assessment stems from his research into the impact of oral participation on the development of Japanese university students' English language proficiency. He is an active member of ORTESOL, TESOL, and the American Association of Applied Linguistics (AAAL).

Recent presentations and publications:

Extraversion and participation in Japanese EFL classes. Presented at ORTESOL, 2007.
Delaney, T. Using learner-generated materials to personalize language learning (2006). The ORTESOL Journal, 24, 31.
Delaney, T., Hata, M., and Takeuchi, O. (2005). NOVA Score Up Series: Miniyokutsuku TOEIC TEST Kanzen Kouryaku 600 ten ri-dingu mondai hyou. NOVA Books: Osaka, Japan.
Delaney, T., Hata, M., and Takeuchi, O. (2003). NOVA Score Up Series: Miniyokutsuku TOEIC TEST Kanzen Kouryaku 600 ten zen pa-to. NOVA Books: Osaka, Japan.
Delaney, T., Hellman, C., Jones, D., Kikuchi, A., Todd, G., Walker, K.J. (2003). Directional Control in L1 and L2 Interview Situations. Gaikokugo Kyouiku Kenkyu: Kansai University: Osaka, Japan Investigating cultural differences in speech act performance: Compliment responses. Kansai University Forum: Osaka, Japan, 2003.

LT courses taught:

LT 549 (Testing and Assessment)

Sarah J. Klinghammer (PhD University of Oregon; MA TESOL University of Hawaii) has been active in the field of ESL/ EFL for over 30 years, primarily at institutes of higher education, including the University of Oregon, Bilkent University (Turkey), Charles University (Prague), Oregon State University, University of Hawaii, and Portland University. For the past fifteen years, she has focused on program administration and teacher training, as Director of, first, the American English institute, then the MA TESOL program at Bilkent University, and most recently, the MA in Linguistics, Language Teaching Specialization program (2004-2007). During that time, she has also taught graduate level courses and given multiple teacher training workshops both in the U.S. and internationally (Mexico, Czechoslovakia, Nicaragua, the Philippines, Thailand, and Turkey) and has received two Fulbright scholar grants. Her current professional and academic interests are related to teacher education, curriculum development, and program evaluation. She has been involved in program accreditation and evaluation of both public school programs and English Language Institutes, currently serving as a site reviewer for CEA (the Consortium for English language institute Accreditation).

Presentations and publications:

Over 35 presentations at international TESOL, TESOL Canada, Tri-TESOL, ORTESOL, IATEFL, and NAFSA in areas such as program administration and evaluation, strategic planning, materials adaptation, classroom observation, the methods paradigm, listening comprehension, and pronunciation

Recent publications:

Opp-Beckman, L. & S. Klinghammer. Shaping the Way We Teach English: Successful practices around the world. Teachers' Manual, co-author
Klinghammer, S. (1997). The strategic planner. In M. A. Christison & F. L. Stoller (Eds.), A handbook for language program administrators, Burlingame, CA: Alta Press Klinghammer, S. J. & E. Chambers, (1996). Horizontal administration. In Quality management and the management of change, papers presented at the international conference on management in English language teaching, Bilkent University, Ankara, Turkey

LTS courses taught:

LT 545 (Teaching Methods), LT 546 (Teaching Practice), LT 528 (Culture, Language, Literature), LT 548 (Curriculum Design), LT 610 (Program Evaluation), LT 611 (Terminal Project)

Belinda Young-Davy (PhD Linguistics, University of Oregon; MA in Linguistics, University of Oregon) has experience teaching ESL in Mexico, Japan, and the United States. Her professional interests include acquisition of prepositions and other semantically-based aspects of language learning; ESL in higher education assessment with an emphasis on writing and teacher training. She is a member of ORTESOL, TESOL, and the Linguistic Society of America.

Publications and Conference Presentations:

Polyfunctional Prepositions in Rama Cay Creole. Paper presented at the Linguistics Society of America conference, Philadelphia, 1992
Young-Davy, B. (1994). Polyfunctional Prepositions in Rama Cay Creole. English World-Wide, 15, 79 -100. Philadelphia, Pa. and Amsterdam: John Benjamin Acquisition of English Prepositions by Japanese and Korean Speakers. Paper presented at ORTESOL conference, Portland, 1999
Young-Davy, B.(2000) A Cognitive-Semantic Approach to the Acquisition of English Prepositions. Doctoral Dissertation, University of Oregon.
Looking at Feedback (Again!). Paper presented at ORTESOL conference, Salem, 2001.

LTS courses taught:

LT 545 (Teaching Methods), LT 549 (Testing and Assessment), LT 611 (Terminal Project)

Trish Pashby (EdD, University of San Francisco; MA, San Francisco State University) has been teaching English as a second/foreign language in higher education for the past 20 years in the U.S. and in Thailand. She has conducted numerous teacher training workshops and courses for ESL and foreign language teachers in the U.S. as well as for Korean EFL teachers at the University of Oregon and Hanyang University in Seoul. Her interests include intercultural communication, vocabulary acquisition, and the teaching of pronunciation. She is an active member of ORTESOL and TESOL (ITA interest section).

Recent Presentations:

Peer Evaluation of ITA Microteaching. TESOL, New York, 2008.
Exploring and learning vocabulary through authentic texts with Bonny Tibbits and Alicia Going. TESOL, Seattle, 2007.
Setting Up a Successful Pronunciation Conference. TESOL, Tampa, 2006.
Critical Thinking, Language Skills, and Intermediate Students with Bonny Tibbits and Alicia Going. TESOL,Tampa, 2006.
Integrating Culture in the Language Classroom. Thai-UO Videoconferences, 2005.
Teaching and Learning Grammar Using Authentic Texts with Bonny Tibbits and Christine Purtell. TESOL, San Antonio, 2005.
Getting at Real Culture Through Qualitative Research with Yoshifumi Fukada. TESOL, San Antonio, 2005.

Publications:

Pashby, P. and K. Cross (2009). The survey game. In M. Andrade (ed.) TESOL Classroom Practice Series: Language Games.
Pashby, P. (2005). The pronunciation conference. The ORTESOL Journal. V. 23. pp. 36-37.
Pashby, P. and Y. Fukada (2002). Student self-analysis of conversational styles in videotaped interactions. TESOL Journal. 11(4), pp.27-29.

LTS courses taught:

LT 541 (Teaching Pronunciation), LT 545 (Teaching Methods), LT 546 (Teaching Practice), LT 548 (Curriculum Design) and LT 611 (Terminal Project).

Keli D. Yerian (PhD, MS Linguistics, Georgetown University) has been a researcher and teacher in Linguistics and ESL/EFL for over 15 years. Her research interests are in language and interaction, specifically the use of gesture in spoken interaction and issues related to speaker identity and communicative competence. She has taught ESL/EFL in the US, Europe, and Africa, and has extensive experience teaching in university academic programs. Most recently, before joining the University of Oregon faculty in 2007, she taught graduate-level courses and ran workshops for both students and teachers-in-training at Stanford University.

Recent publications and presentations include:

Discourse gesture in Native Speaker and Non-Native Speaker Academic Presentations (TESOL 2007)
Structuring Discourse with the Hands: Gesture Use in University Lectures (AAAL 2006)
The 1-2-3 Content Free Speaking Practice (CATESOL 2004)
Strategic Constructivism: The Discursive Body as a Site for Identity Display in Women's Self-Defense Courses (in Gendered Practices in Language, 2002)
Gesture and the representation of action in coaching contexts (AAA, 2000)
Gesture and the Representation of Action in Women's Self-Defense Courses (in Crossroads for Language, Interaction, and Culture, 1999).

LTS courses taught:

LING 540 (Second Language Acquisition), LT 545 (Teaching Methods), LT 610 (Seminar)

Jeff Magoto (BA, MA, Ohio University) is the director of the Yamada Language Center and the World Language Academy at the University of Oregon. His interests are educational technology, less commonly taught languages, and program design and administration. For the past 20 years, he has trained graduate students and faculty in the US and overseas in Computer Assisted Language Learning (CALL) and other aspects of instructional technology. He was instrumental in the 2002 establishment of the Center for Applied Second Language Studies at the UO. Recent conference/workshop presentations include "Computer Mediated Communication and Self-Directed Language Learning: Increasingly a Happy Marriage," "Flash-Based Speech Applications for Blackboard," "Speech Applications in Higher Education", and "A National Virtual Language Lab."

LT courses taught:

LT 608 (CALL).

Abby Lane (MA Special Education, University of Oregon; Oregon Basic Teaching License and ESOL Endorsement, University of Oregon; Administrative Licensure Program, Lewis and Clark.) is bilingual in Spanish and has been involved in ESOL and Bilingual Education for 25 years. She has taught in both California and Oregon in a variety of bilingual and ELL programs and has served as a consultant to school districts in Oregon and Nevada. Her expertise includes effective instruction for teaching English Language Learners in the mainstream classroom and preventing inappropriate referrals of English Language Learners to Special Education. Ms. Lane is currently Eugene School District's English Language Learner Program Coordinator and an instructor in the University of Oregon's College of Education, Department of Teaching and Learning.