Middlebury Institute of International Studies at Monterey

Jason Martel

Assistant Professor, TESOL/TFL
, and Associate Director, Summer Intensive Language Program

I am passionate about working with new and veteran teachers to hone curricular and pedagogical practices that maximize growth in students’ language proficiency and critical thinking skills.

As a teacher, I most enjoy classroom discussions that take on a life of their own; that is, ones that unfold in an organic, conversational fashion. In my experience, it is during discussions like these that the greatest amount of new ground is broken. 

I have known for most of my life that I wanted to be a teacher, and since college, I have explored the profession in multiple contexts. While an undergraduate, I taught viola and chamber music to students in a Boston-area youth orchestra. After completing my master’s degree, I taught French for five years in Massachusetts at the middle and high school levels. Then, while completing my doctorate at the University of Minnesota, I taught courses in second/foreign language pedagogy and second language acquisition to teacher candidates and practicing teachers in the professional studies program. I am delighted to have the opportunity to continue exploring effective practices in language teaching with students in the TESOL/TFL program and in the Summer Intensive Language Program (SILP) here at MIIS.

My research focuses on problems in foreign/second language teacher education. In my dissertation, I investigated the identity construction of a foreign language teacher candidate as she progressed through a post-baccalaureate licensure program. Current projects include studies on teachers’ experiences with the Integrated Performance Assessment (IPA) in an intensive summer language program and on Middlebury Institute language instructors’ unique conceptualizations of content-based instruction (CBI). In the future, I look forward to further exploring the role that identity plays in language teacher education.


Language teacher education, content and language integration, curriculum design, second language acquisition, language teacher identity, assessment


Ph.D., Second Languages and Cultures Education, University of Minnesota
M.A., French, Middlebury College
B.Mus., Viola Performance, Boston University


Martel, J. (2016). Three foreign language student teachers’ experiences with content-based Instruction: Exploring the identity/innovation interface. Innovation in Language Learning and Teaching. DOI: 10.1080/17501229.2016.1211134 

Martel, J. (2016). Tapping the National Standards for thought-provoking CBI in K–16 foreign language programs. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 101–122). New York: Routledge.

Avineri, N., & Martel, J. (2015). The evolution of a practicum: Movement toward a capstone. CATESOL Journal, 27(2), 157–170. http://www.catesoljournal.org/wp-content/uploads/2015/12/CJ27.2_avineri.pdf

Martel, J. (2015). Learning to teach a foreign language: Identity negotiation and conceptualizations of pedagogical progress. Foreign Language Annals, 48(3), 394–412.

Martel, J., & Wang, F. (2015). Language teacher identity. In M. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 289–300). New York: Routledge.

Martel, J. (2013). Saying our final goodbyes to the grammatical syllabus: A curricular imperative. French Review, 86(6), 1122–1133.

Martel, J. (2012). Looking across contexts in foreign language student teacher supervision: A self-study. The New Educator, 8(3), 243–257.

Martel, J. (2011, October). Exploring learner language. Language Magazine, 11(3), 37–39. http://languagemagazine.com/?page_id=2971

For a complete list of scholarly contributions, click here:


Recent Accomplishments

Phase III Research Priorities Grant Recipient, American Council on the Teaching of Foreign Languages (ACTFL)

Dale L. Lange Fellowship, Second Languages and Cultures Education Program, University of Minnesota

Outstanding Graduate Supervisor Award, Department of Curriculum and Instruction, University of Minnesota

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDUC 8502 - Principls/Practcs Lang Tchng I      

Principles & Practices in Language Teaching 1

Along with Principles and Practices 2, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include an introduction to the field and its expectations, course/syllabus design, needs assessment, and unit design. Students will engage in a variety of real-world performance tasks, such as creating needs assessment instruments, summative language assessments, and unit plans. Students will also deepen their understanding of course concepts by conducting classroom observations.

Fall 2017 - MIIS

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EDUC 8503 - Principls/Practcs LangTchng II      

Principles & Practices in Language Teaching 2

Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include essentials of lesson planning, authentic texts use, formative assessment, differentiation, and high leverage teaching practices. Students will engage in a variety of real-world performance tasks, such as creating lesson plans and performing microteaching. Students will also deepen their understanding of course concepts by conducting classroom observations.

Spring 2018 - MIIS

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EDUC 8520 - Curriculum Design      

Explores areas of theory research and practice that have a bearing on curriculum and syllabus design. Leads students to develop their own curriculum design projects.

Prerequisites: Principles and Practices of Language Teaching.

Fall 2016 - MIIS, Fall 2017 - MIIS

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EDUC 8670 - Practicum Capstone      

The Practicum Capstone combines reflective practice and professional development in preparing students for a career in language education. Participants integrate theory, research, and conceptual foundations into a coherent and well-informed approach to planning and executing lessons. They also incorporate these three components when developing and deploying instructional materials and assessment instruments. Activities and products prepare participants for entering the language teaching professional and performing admirably therein.

Practicum Capstone Student Learning Outcomes (SLOs):

Articulate their approach to language learning and teaching with explicit reference to sound pedagogical principles

Demonstrate their expert knowledge of language, learning, and teaching

Select appropriate materials for effective language instruction

Plan productive instructional units and lessons to maximize second language learning in all skill areas

Assess student learning meaningfully using a range of formative and summative tools

Reflect critically on their teaching practice in order to build on their strengths and address areas for improvement

Fall 2016 - MIIS, Spring 2017 - MIIS, Spring 2018 - MIIS

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LING 8630 - Second Language Acquisition      

Surveys, in seminar format, research in second-language learning relating to language teaching and learning. Discusses the role of affective variables, interaction, learner strategies, and learner factors in the language acquisition process. Prerequisite: Language Analysis

Spring 2017 - MIIS

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