Language Teaching Studies Portfolio

This portfolio is designed to highlight my skills and competency in six distinct areas. Each competency is listed underneath the ‘Home’ tab and can be read in any order. 

Each page includes a detailed reflection about the competency itself as well as a collection of artifacts created throughout the duration of the program. It is my hope that you enjoy these artifacts as much as I found them interesting and engaging to create. Thank you, and happy reading!

Introduction

Welcome to my Language Teaching Studies Portfolio! My name is Anthony Delsanter, and I graduated with my Bachelor's of Arts in Linguistics from Michigan State University before first entering the LTS program at the University of Oregon. Throughout my time as an undergraduate student, my systematic study of language was largely complemented with my Spanish studies, fostering an overall respect and admiration for the power of language and the ability to communicate our ideas. I was further able to develop this interest at the time by serving as an ESL intern in Buenos Aires, Argentina, where I was able to first gain my initial experience with the language teaching process.

Throughout the Language Teaching Studies program, these initial skills have been both broadened and deepened in ways that were previously unimaginable. The program itself has afforded me opportunities to grow in these skills through the design of numerous lesson plans, the creation of a sample curriculum, and my participation in a teaching practicum course amongst others. My growth in these pedagogical skills has benefited my own understanding of language, not only as a mode of simple communication, but as a profoundly unique and changing entity that adapts to reflect who we are as a society. It is this image of language that I ultimately desire to leave upon my students, no matter their reason for study.

Additionally, I was fortunate to be able to put these skills into practice by acting as an Instructor of Record for the Department of Linguistics during a part of the LTS program. This position allowed me to use a variety of skills gathered throughout the program, such as scaffolding and working towards achieving student learning objectives, in a context outside of the realm of language teaching.

As the end of the intensive 15-month program comes to a close, I feel it has concluded in a meaningful way. I am leaving this program not only more certain of my skills as a language educator, my ability to put theory to practice, and leading students to achieving their goals, but also as an academic and one who is academically curious. My goal is to continue to grow these pedagogical skills regardless of the field or teaching position, as they culminate in my being a more effective educator and thinker.

adelsant@uoregon.edu