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-white institution and Eurocentric curriculum had damaged her own cultural understanding due to lack of representation within textbooks or classroom leadership.“In middle school, I disassociated with being Asian. In high school, I had to work harder to be confident in my cultural identity,” Chan says. “I reflected on what I’d been through, the microaggressions that piled up.” Students asked if she ate dogs; a teacher asked her to contribute thoughts on China. The language arts curriculum presented
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the center of planning discussions. Now, at Rainway, I often find myself reviewing code, answering questions, and occasionally driving the planning. My current task is to be a leader of change as we rewrite a good portion of our platform in order to help stabilize and harden it before bringing it to market. For those interested: We are porting a good portion of code to the Rust language. How were you drawn to this sector? For me, software engineering is fun and it is something I am good at. I feel
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sneak books to read late at night. That is why I chose the reading endorsement. I didn’t know what teaching literacy would encompass at all. I have been learning the stages of reading and language acquisition, learning to teach phonics, and learning to inspire interest in reading in kids. That’s part of the reason I really enjoyed working with second graders during my student teaching. How was your student teaching experience? I recently completed my student teaching at Lakeview Hope Academy in the
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such a great fit for PLU and its creative blend of the liberal arts, professional studies, and community-oriented programs. At PLU, innovation is a direct outgrowth of our mission. Read more stories from the innovation-themed issue of ResoLute Magazine. Read Previous PLU basketball legend Van Beek ‘bled black and gold’ Read Next A Universal Language: Cassio Vianna shares a passion he discovered in Brazil with students at PLU COMMENTS*Note: All comments are moderated If the comments don't appear for
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constantly testing. It was a great trip, as I could walk around the city with my friends and take weekend trips to places like Monte Alban, Mitla, Yagul, Santa Maria del Tule, Ixtlán de Juárez and Tlacalula de Matamoros. There is nothing like immersing yourself in the culture, the food and the language. In Montevideo (J-Term 2023), I lived with the nicest host family ever, explored the city with my friends and enjoyed everyday life. Weekend trips took us to Punta del Este, Colonia del Sacramento, Salto
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Students of PLU, The University Congregation, and Campus Ministry. After my time at PLU, I will be the Director of Children’s Ministry at Hope Lutheran Church in Fresno, CA. Why I became a Religion Major. I feel called to ministry, and am concerned with how Christian theology has and continues to inform politics and social justice in North and South America. When one decides to study religion, they are really studying philosophy, language, psychology, history, and so much more all at once and I love
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PLU continues to be a powerful platform, a training and an equipping ground for forerunners who contend for the full release of true Justice in this nation.” How did you get to where you are? I was born and raised in Seoul, South Korea, until we immigrated to Portland when I was 13 years-old, seeking better educational and career opportunities. (At that time) I was consumed with learning the new language as well as adjusting to this new culture while my parents relentlessly worked 14 hour days to
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address, date of birth, sex assigned on passport, citizenship, class standing, any major(s) and minor(s), language experience, and GPA Essay Question # 1 – “Please describe the relationship between your proposed off-campus study program and your academic pursuits. Identify several learning goals for your off-campus study and discuss how the program of study or location you have chosen will help you achieve these goals.” Essay Question #2 – “Given that study away can be unpredictable and challenging
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Academic Animals: Making Nonhuman Creatures Matter in Universities May 26, 2022 Gendered Tongues: Issues of Gender in the Foreign Language Classroom May 26, 2022 Introduction May 26, 2022
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closer look at the contemporary effects of colonialism in Puerto Rico and how the United States has continued to perpetuate those effects, specifically in the areas of language, culture, education, migration, economics, and politics. Through an anthropological, economic, and linguistic lens, it is clear that after a century of U.S. colonial rule Puerto Rico has become a nation that obsesses over monolingualism, rejects the United States and English, has unequal educational opportunities, demonstrates
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