I am passionate about how international education promotes intercultural dialogue and social change.
What excites me about being a professor at MIIS is working with internationally-minded and socially-conscious students who are committed to honing their professional skills in international education.
International Education Policy, Higher Education Administration, International Recruiting, Marketing & Enrollment, Comparative and International Education, International Admissions, Quality Assurance of Higher Education
- Awarded a Presidential Fellowship to attend a Salzburg Seminar Series on "Students at the Margins and the Institutions that Serve Them:"
- Mentored two MIIS students through the process of presenting an academic paper at the Annual Conference of the Comparative and International Education Society in Toronto, ON, Canada.
Ph.D. University of Toronto (2012)
M.A. University of Toronto (2007)
B.A. Principia College (1993)
Shahjahan, R. A. & Madden, M. (2014). Uncovering the images and meanings of international organizations (IOs) in higher education research. Higher Education. Available online.
Madden, M. (2014). Walking the line: Quality assurance policy development and implementation in Việt Nam. Higher Education.67(1):91-104. Available online.
Knight, J. & Madden, M. (2010). The International Mobility of Canadian Social Science and Humanities Doctoral Students. Canadian Journal of Higher Education. 40 (2).
Mundy, K., Bickmore, K., Hayhoe, R., Madden, M. & Madjidi, K. (2008). Comparative and International Education: Issues for Teachers. New York: Teachers College Press Inc.
Simultaneous and consecutive interpretation from English into German and Italian. Technical translations specializing in IT, legal and medical fields.
I never tire of weaving words together to form a whole that is more than the sum of its parts; that constant challenge is what draws me to translation and interpreting.
Conference interpreting, computer-assisted translation, French-English translation specializing in information technology, perfume, and cosmetics.
MA, French Translation and Interpreting, Monterey Institute of International Studies
BA, Linguistics, Pomona College
Abdelkader Berrahmoun hails from Oran, Algeria in North Africa. After completing a B.A. in Philosophy from Oran University in 1991, he left Algeria to pursue a master’s degree at Creteil University in Paris, France.
Pedagogy of language acquisition, integration of technology and cultural studies into the language curriculum, conflict and peace in the MENA (Middle East-North Africa) region, the history of colonialism and its aftermath in North Africa, socio-political and economic roots of popular uprisings in the Arab world, and political Islam
As a scholar, I am most passionate about the value of multilingualism, specifically equipping international organizations with policies to improve the language acquisition of their personnel, and which don't devalue local languages at the expense of English.
As an instructor, I am most passionate about equipping language professionals to understand the beauty and creativity of linguistic structure, and its relevance to language pedagogy.
I am interested in the sociolinguistics of globalization - primarily the phenomenon of adult language learning and its attendant power and identity issues. The uses and development of English repertoires in an increasingly mobile, multilingual and digital age fascinate me. Within globalization, I am especially interested in helping international organizations better equip their employees to acquire the language skills necessary to carry out their goals. This includes applying second language acquisition theory to language learning in field-based and non-classroom settings. I have also researched language repertoires and translanguaging in digital social media.
Defended doctoral dissertation "Second language learnerhood among cross-cultural workers" at the University of South Carolina. June 2013.
Awarded the Michael Montgomery Award for Excellence in Teaching, University of South Carolina. April 2013.
Invited to participate in academic spring school "Englishes in a Multilingual World" at the University of Freiburg in Germany, organized by the International Society of the Linguistics of English. April 2013.
Aug 2010- Jul 2013 Instructor, Linguistics Program, University of South Carolina, Columbia: Taught Introduction to Linguistics at the undergraduate and graduate level, English Linguistics and Language and New Media
Aug 2011-Dec 2011 Adjunct Faculty, Department of Intercultural Studies, Columbia International University, Columbia: Taught Second Language Acquisition Theory in Pedagogy
Feb 2008- Jul 2009 Faculty, Department of Language Education, Handong Global University, Pohang, South Korea: Taught academic English and German
Aug 2006- Jan 2008 Faculty, Department of Western Languages, Yanbian University of Science and Technology, Yanji, China: Taught academic and conversational English, French grammar
Aug 2003- Aug 2006 Faculty, English Department, LCC International University, Klaipeda, Lithuania: Taught linguistics and translation courses, four-skills English and German
B.S. Geography/Linguistics, Michigan State University, 2000
M.A. Teaching English to Speakers of Other Languages, Michigan State University 2003
M.A. Linguistics, Michigan State University, 2003
Ph.D. Linguistics, University of South Carolina, 2013
"The Habit of Meeting Together: Enacting Masculinity in a Men's Bible Study" Crossroads of Language, Interaction and Culture.
"Second Language Learnerhood among Cross-cultural Workers." Doctoral dissertation: University of South Carolina.
I am also currently working on the following articles: "The Moral and Political Economy of Code Choice in Eastern Europe", "Trilinguals in the Indexical Field of Facebook", and am co-authoring a paper on "Attitudes about Aptitudes in the Development Community."
I am passionate about civic engagement, in which students connect course curriculum with purposeful reflection and meaningful work in broader communities. I seek to facilitate students’ discovery of ways to use their knowledge and expertise in order to positively affect populations around them. I believe that civic engagement provides a forum for all voices to be heard, and I am committed to creating rich environments where this polyphony can take shape.
Applied Linguistics, Ethnography, Heritage & Endangered Languages, Institutional Discourse Analysis, Interviews, Language Socialization, Linguistic Anthropology, Narrative, Service-Learning, Sociology, Student & Teacher Identities, Teacher Education, Teaching Methodologies, Teaching Writing
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.
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