Japan is known for “kaizen” which is a cultural behavior that aims for continuous improvement or perfection. This is evident in all aspects of Japanese people’s lives, from art, food, and even the packaging of store-bought items. Aside from material things, this is also reflected in the promptness of trains, and their tendency to adhere to rules and leave no room for exceptions. I observed this behavior when I worked as an English teacher in a Japanese kindergarten. Every year, the school has three major events: the Bon Odori Festival, Sports Day, and Winter Festival. During my tenure, I observed how these events were held exactly the same as the previous year: from the decorations, to the activities or productions children presented at these events. But, what is impressive is how the teachers are able to manage these events with so much ease. Work gets done efficiently, and they have a plan for any possible matter one can think of. During my first year participating in the Winter Festival, I wondered why we brought a bag full of duct tape in the venue and did not use it to install stage backdrops. I remember feeling surprised and at the same time in awe that the rolls of duct tape were used to clean the carpet during the end of the event. I later learned that one of the reasons these events run so perfectly is because they devote time to carefully evaluate these events and identify ways to improve for the succeeding year. I joined the evaluation meetings and with my little Japanese knowledge, realized how they make sure that every issue is addressed for the following year. As I recall this experience, I think about having a growth mindset as a teacher and finding ways to improve, not just in the classroom but also in the broader field of education. 

     In Part 5 (Teaching) of this portfolio, I introduce Brown and Lee’s (2015) first two developmental processes of learning: skill learning and reflective practice. The third developmental process is cognitive process, which is “formulating assumptions about SLA” (p. 541) through the knowledge that we gain from our experiences. My interpretation of this is that we always have to find ways to improve the quality of our teaching using evidenced-based knowledge. This can be done informally such as trying a new technique and observing how students respond to it by analyzing their test scores or level of engagement. It can also be done through more formal research - one that involves more detailed methodology and experimental design, statistics, and in-depth analysis and interpretation of data. 

My research proposal for the course Research Methods in Applied Linguistics (LT530) titled “Filipino Language Learner’s Engagement in Bilingual Book Reading Activities” looks into effective strategies on how to improve student engagement in book reading activities. In the data analysis section, I propose using a quantitative method, particularly a t-test, to determine if there are differences in student engagement between the use of monolingual and bilingual books, as well as text embedded and side-by-side translation bilingual books. In this research, I use initiation, accurate response, passive engagement, and redirection (Hardy, et.al, 2020) as the four variables to measure student engagement. Data collection methods include frequency recording, trial recording, and partial interval recording (IRIS Center, 2021). This research proposal was inspired by Linda Wesley’s talk in our Teaching Culture and Literature (LT528) class where she discussed the use of children’s literature with adult English language learners. One of her key points was the importance of considering the learning objectives before selecting a book. She also shared how predictable reading, beautiful illustrations, and simple but impactful stories are some of the criteria of effective books for language learning. It has always been my goal to publish materials for young learners. For me, creating materials allows me to help not just my fellow educators but also families and caregivers in teaching languages to young and adult language learners alike. 

Reading professional journals and books also fall under the cognitive process. Throughout the LTS Program, journals played a vital role in our learning as it allowed us to better understand frameworks and concepts and how these are applied in language teaching. My literature review titled “Benefits and Challenges of Online Language Teaching and Bilingual Education on Preschool-aged Children” investigates how an online Tagalog immersion class can be feasible and effective for young learners. In this paper, I also present research-based proposed solutions on how to address these challenges, as well as recommendations on how to keep students motivated and engaged in online settings. I chose this topic because I noticed a gap in the educator sector in the Philippines, particularly how early childhood centers exclusively use English as a mode of instruction. In our Language, Mind, and Society (LING 520) class, we studied how societies play an integral role in creating a hierarchy of acceptability in languages (Behrens & Parker, 2010). In the Philippines, it was instilled in people’s minds that proficiency in English opens more opportunities for high-paying jobs. This led to people promoting English over Filipino, when in fact, knowing two or more languages is more advantageous than being monolingual. Although more educators and families are switching back to teaching their children both languages, there is still a lot of work to be done. As a language teacher, I believe that I have the capability to contribute to this issue and make a positive impact in our country’s education system. 

One final developmental process of teacher learning is personal construction (Brown & Lee, 2015). Personal construction is the “ongoing process of reorganization and reconstruction” (p.541) which to me means constantly improving through trial and error. This is very similar to Japan’s “kaizen” culture. For me, one of the projects that resonates with this process is the Program Evaluation of the Oregon International Internship Program or the OIIP. This evaluation was a term-long project which involved designing instruments, as well as collecting and analyzing data. We worked on this evaluation as a cohort and together, we determine how prepared the OIIP interns are in their internships. In this portfolio, I present the recommendations that we submitted to the OIIP director. Each member of the cohort thought of at least ten recommendations which we then consolidated for the final report. The recommendations were divided in two categories - one summarizes program characteristics that need to be kept, and the other are possible suggestions for changes. I chose to include this excerpt in my portfolio because it reminded me of how providing meaningful feedback is critical in students’ development and learning. In one of our DMLL modules, we read an article by Buckingham and Goodall (2019) where they share tips on how to effectively provide feedback and use it as a way to help people to thrive and be better. One quote from the article that made a lasting impression was “Focusing on their shortcomings doesn’t enable learning. It impairs it” (p.8). As educators, it is our role to guide and support students by helping them recognize their strengths and not their weaknesses. Not only does it increase motivation, but it also enables them to develop ways to facilitate their own learning. 

With all of the research-related work I have done in the past two years, I leave the program knowing that I can make an impact not only in my classroom but also the world beyond it. I do not know where the roads will take me, but I am confident that the LTS Program equipped me with the knowledge and skills I need to be successful in whichever path I choose to take.