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. (in press). 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. 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: https://bepress-attached-resources.s3.amazonaws.com/uploads/56/e6/fb/56e6fb95-ecc2-4468-9ce8-7f14adb5446e/cv.pdf
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
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
EDUC8520 - 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 2015 - MIIS, Fall 2016 - MIIS
EDUC8540 - Language Assessment
Considers issues in language assessment including reliability, validity, test bias, and authenticity. Examines differences and similarities among placement, proficiency, achievement, aptitude, and performance testing. Explores alternative evaluation procedures. Prepares students to evaluate tests and to develop original language tests. Prerequisites: Language Analysis and Educational Research Methods.
Spring 2015 - MIIS, Spring 2016 - MIIS
EDUC8670 - 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
Spring 2015 - MIIS, Fall 2015 - MIIS, Spring 2016 - MIIS, Fall 2016 - MIIS