For my first artifact, I have chosen a lesson plan I created in LT 538: Pragmatics. This activity was created by my classmate, Ester Angulo Palazzo, and I. This lesson plan was created for intermediate-level English language learners who attend a university in South Korea. This lesson plan incorporates commonly used compliments often used in North American English by introducing the pragmatics functions and situational contexts that affect the phrasal structures when complimenting others. Learning objectives for this lesson were created with the IPIC model to ensure that learning involved all four aspects of pragmatic understanding (Sykes et al., 2020). Because language transfer is always possible when learning a new language (Jarvis & Golden, 2017), my partner and I included learners' L1 by developing an activity where students are asked to create compliments in their L1 and then practice in their L2. This task was chosen to combat negative L1 transfer. According to Solodka et al. (2019), negative and positive L1 transfer can occur when learning complex pragmatic functions such as compliments. It can be helpful to bring learners' awareness to the differences in language systems and rules when teaching a new lesson due to the possibility of negative transfer. 

For my second artifact, I decided to use my comparative context analysis paper that I had written in LT 534: Language in Context. In this paper, I compared two teaching contexts that I was interested in. Those contexts taught English language learners in Japan at the university level and middle school students in Thailand. Writing this paper helped me distinguish the affordances and constraints in two language teaching contexts I debated pursuing for work. I noticed that teaching contexts can have many similarities and differences cross-culturally. Something I liked about the teaching context in Thailand is the addition of culturally-specific knowledge into the curriculum—“This phenomenon necessitates a more rigorous English language education among Southeast Asia … with the kind of English ability to effectively and appropriately interact and communicate with people from diverse cultural and linguistic backgrounds." (Lee, Ho, & Chen, 2023, p. 1-2). Due to my social science background, I practice and encourage introducing cultural aspects of language learning into a classroom, which is what brought my attention to the school systems in Thailand. Also, introducing intercultural communication has become helpful for English language learners, leading to the implementation of oral communication that has become wanted in the classroom (Yamada, 2014). This showed me how much cultural and overseas influences affect language learning. By implementing a curriculum with numerous aspects of culture and society tied to the English language, learners can develop a more enriched experience in the classroom. While I am very glad to have received a job position in the context of East Asia, I would love to work one day in a Southeast Asian context such as Thailand. 

For the fourth artifact, I decided on the resource collection project I created for LT 539: Pronunciations. For this assignment, I collected resources and created a miniature guide for teaching EFL to university students in Japan. In this project, I refer to Celce-Murcia et al. (2010) 5-step communicative framework to create example lesson plans for teaching segmental and suprasegmental features that vary in time, ranging from 10 minutes to 50 minutes long. This framework helps teachers develop activities that can assist learners in pronouncing segmental and suprasegmental features. These features are systematic and follow patterns. Discussing suprasegmental and segmental lesson plans can show an aspect of the English language and its system. These patterns can be shared between languages, and they can differ. This paper also has online resources that teachers and students could use to practice and learn English pronunciation techniques. These resources consist of helpful blogs and digital tools that can help learners understand how different sounds are produced and how you can teach them to others.