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. (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:
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