Old CNS Building D104
I am passionate about working with language teachers to develop curricula and pedagogical practices that promote students’ language acquisition 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 local youth orchestra. After completing my master’s degree, I taught French for five years in Massachusetts at the middle and high school levels. Finally, while completing my doctorate, I taught courses in second/foreign language pedagogy, ranging from curriculum design to second language acquisition. I am delighted have the opportunity to continue teaching courses of this sort at MIIS to students in the TESOL and TFL programs.
My research interests are directly linked to current problems in foreign and second language teacher education. My dissertation focused on the identity construction of a foreign language teacher candidate as she progressed through a post-baccalaureate licensure program. Other recent studies include investigations of context-crossing in foreign language student teacher supervision and foreign language teacher subject matter knowledge construction. In the future, I look forward to developing professional development opportunities that engage foreign language teachers in making sense of content and language integration, with the goals of problematizing and invigorating the content of foreign language curricula in the United States.
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. (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. Available online: http://languagemagazine.com/?page_id=2971
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
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
EDUC 8505 - Intro to Classroom Observation ▲
Develops skills in classroom observation and an understanding of observation as a fundamental professional development and research activity.
Fall 2013 - MIIS
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 2013 - MIIS
EDUC 8620 - Practicum ▲ ▹
Provides students with an opportunity for supervised teaching experience in ESL or foreign language classes. Discusses classroom-centered research; reading, writing, listening, and speaking activities; professional development; materials development; and reflective teaching.
Fall 2013 - MIIS, Spring 2014 - MIIS
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 2014 - MIIS