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., & Wang, F. (2014). 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.
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 2014 - 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 2014 - MIIS, Fall 2015 - MIIS
EDUC 8540 - 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
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 2014 - MIIS, Spring 2015 - MIIS, Fall 2015 - MIIS, Spring 2016 - MIIS