Two main reasons have guided my pursuit of an advanced degree in linguistics: first, my love of linguistic anthropology and the rigor in which it is practiced, and second, my desire to learn together with the best minds in academia. I have always dreamt of teaching a college classroom, having fallen in love with its dynamicity as an undergraduate. Since becoming a PhD student, I have had opportunities to teach both freshmen and senior-level classes at CU, and in more than one deparment. In the course of my young teaching career, the unique perspectives afforded by my students have made me a better instructor and importantly, allowed me to become a greater scholar.

You can download a more detailed teaching statement here.

My teaching philosophy is also guided by my own experiences as a student in Singapore. One of the biggest changes I had in college was the expectations at the tertiary level, not only in my role as a student in the classroom, but as a classmate working in group projects with my peers. I was constantly challenged by inspiring professors in class and after lectures, by amazing teammates in group meetings. I thus believe strongly in students learning to work with each other, and adapting in groups to tackle problems and overcome adversity. My syllabuses are therefore planned with this philosophy in mind – group work is always encouraged and expected, but always guided. As their facilitator, I aim to always provide my students with the resources to navigate this requirement. I am also conscious that my background as an international student instructor and a person of color at CU can be impactful on undergraduates going through formative years of their lives. I aspire daily to not take this position of authority lightly, to inspire minority students and design classes that are inclusive, diverse, and culturally relevant. I consider successes when students uncover new interests, and find new directions to take in and beyond their college careers.

You can download my statement of contributions to diversity and equity here.

Teaching experiences

Instructor of Record

WRTG 1150 First-Year Writing and Rhetoric
4 academic semesters (2019-)

Writing 1150 is a writing course tailored to the specific needs of first-year college students. It is structured to guide students in developing skills and rhetorical knowledge required as they transition from high school to college classes. Students are exposed to various styles of academic arguments, and hone their abilities in writing and information literacy as they draft, revise, edit and review their work as well as others’. The class also encourages them to reflect on the social benefits and costs of writing clear, “standard American English” prose.

Instructor of Record

LING 1000 Language in U.S. Society
6 academic semesters (2015 – 2019)

Linguistics 1000 is an entry-level introduction to the study of language in its social context. The course is structured to help students gain a deeper understanding of linguistic diversity in the United States and beyond, and examines issues central to the field of sociocultural linguistics and linguistic anthropology. In this class, I focus on the role of language in sociocultural interactions throughout the U.S., and guide student participants in approaching sociolinguistic questions from a variety of quantitative and qualitative research methods. The course culminates in a fieldwork assignment in which students collect, analyze data and incorporate theoretical concepts to produce a final term paper.

Instructor of Record

LING 3545 World Language Policies
3 academic semesters (Spring 2016, 2017 and 2018)

Linguistics 3545 provides an introduction to language rights, language policies, and language ideology from both national/international and local/global perspectives. The course covers areas such as the legal status of languages and language rights; the interrelations between globalization, nationalism, ethnicity, identity and language policy; linguistic ecology; multilingualism as a problem or resource as well as issues on language minoritization and endangerment. As a 3000-level class, students explore motivations and consequences of language policy-making as well as empirically study a number of case studies of historical and current language policy implementation through different theoretical frameworks. I structure my classes to equip students with skills in the synthesis of theory and method, as well as in the data collection, analysis and presentation necessary to engage in research in this field.

Please email me if you would like copies of course syllabuses.

Teaching Assistant

LING 2400 Language and Gender
1 academic semester (2018)

Teaching Assistant

LING 1000 Language in U.S. Society
2 academic semesters (2014)

Teaching Assistant

LING 3100 Language Sound Structures
Fall 2013

As a teaching assistant, I have supported both faculty and advanced PhD student-instructors in running recitations and laboratory sessions for students. In addition to planning and running my own recitations/tutorials, I grade and create exams and term paper assignments in collaboration with the main instructor of record.

For more information on my teaching experiences at CU Boulder, please send me an email.