From Language Flagship to Language Teacher
For Amanda Gilbride, there was no better preparation to teach high school Chinese than attending two of the world’s premier language programs.
Jason Martel
Associate Professor; Program Chair, TESOL/TFL
- Office
- 400 Pacific Street D205
- Tel
- (831) 647-3547
- jmartel@middlebury.edu
A native of southeastern Massachusetts, Jason Martel began his career as a secondary school French teacher. He has extensive experience in the Middlebury ecology, having worked for the Middlebury School of French, the Middlebury-Monterey Language Academy, and now the Middlebury Institute. At the Institute, he teaches courses in language pedagogy, assessment, curriculum design, and second language acquisition and maintains an active research agenda in these domains.
From 2014 to 2019, Jason served as associate director of the Institute’s Summer Intensive Language Program (SILP). His principal duties included providing professional development for faculty members and setting a pedagogical vision for the program. His teaching has been enriched very much by this experience, notably in that the program served as a laboratory setting for his thinking about language pedagogy.
Jason also participates in a variety of professional activities related to language education. He is an active member of the American Association for Applied Linguistics (AAAL) and the American Council for the Teaching of Foreign Languages (ACTFL). Currently, he serves as Chair of ACTFL’s Teacher Development Special Interest Group and is a recent recipient of the organization’s Research Priorities Grant. In addition, he consults around the country in the areas of foreign language curriculum design, pedagogy, and assessment.
Courses Taught
EDST 8518
Principls/Practcs LangTchng II
Course Description
Principles & Practices of Language Teaching II
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include essentials of lesson planning, authentic texts use, formative assessment, differentiation, and high leverage teaching practices. Students will engage in a variety of real-world performance tasks, such as creating lesson plans and performing microteaching. Students will also deepen their understanding of course concepts by conducting classroom observations. The dates of this course are JANUARY 25 through MAY 14. Registering for this course signals your interest in taking the course.
Terms Taught
Spring 2022
EAPP 8475
Current
ProfessionalPresentationSkills
Course Description
Professional Presentation Skills
This course is designed to equip you with the skills and confidence to deliver professional and articulate speeches in English. You will deliver informative, persuasive, panel, training, and commemorative presentations to prepare you for the wide range of speech styles you may encounter in your professions. Consistent practice, analysis of award-winning speeches, and detailed feedback on your performance will provide you with ample opportunity to improve your public speaking skills.
Terms Taught
Fall 2021 - MIIS
EDUC 8670
Current
Practicum Capstone
Course Description
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
Terms Taught
Fall 2021 - MIIS
MIIS 8510
Educational Research Methods
Course Description
Educational Research Methods
Introduces social science research design, descriptive and analytic procedures, basic statistics, and their application to research on language learning and teaching. The dates of this course are AUGUST 24 through DECEMBER 11. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course.
Terms Taught
Fall 2021, MIIS courses in College Term
EDUC 8503
Principls/Practcs LangTchng II
Course Description
Principles & Practices in Language Teaching 2
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include (but are not limited to) skills-based lesson planning, authentic texts use, summative and formative assessment, differentiation, classroom discussion strategies, and oral corrective feedback. Students will engage in a variety of real-world performance tasks, such as creating curricular documents (e.g., unit plans, lesson plans, assessments) and performing teaching events.
Terms Taught
Spring 2020 - MIIS, Spring 2021 - MIIS
EDUC 8660
Intro to Language Prog Admin
Course Description
This two-unit J term course addresses key issues related to language program administration (LPA). The course is predominately asynchronous, with a few synchronous sessions to be determined in consultation with students. Course topics include (but are not limited to) innovation, customer service, decision making, governance, ethics, human resources, project management, quality assurance, and strategic planning. The course will help students to recognize macro- and micro-level issues involved with LPA work and evaluate strategies for handling future situations in LPA contexts.
Terms Taught
Spring 2021 - MIIS, MIIS Winter/J Term only
MIIS 8518
Principls/Practcs LangTchng II
Course Description
Principles & Practices of Language Teaching II
Along with Principles and Practices 1, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include essentials of lesson planning, authentic texts use, formative assessment, differentiation, and high leverage teaching practices. Students will engage in a variety of real-world performance tasks, such as creating lesson plans and performing microteaching. Students will also deepen their understanding of course concepts by conducting classroom observations. The dates of this course are JANUARY 25 through MAY 14. Registering for this course signals your interest in taking the course. (MIIS 8509)
Terms Taught
Spring 2021, Spring 2021, MIIS courses in College Term
EDUC 8502
Principls/Practcs Lang Tchng I
Course Description
Principles & Practices in Language Teaching 1
Along with Principles and Practices 2, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include an introduction to the field and its expectations, course/syllabus design, needs assessment, and unit design. Students will engage in a variety of real-world performance tasks, such as creating needs assessment instruments, summative language assessments, and unit plans. Students will also deepen their understanding of course concepts by conducting classroom observations.
Terms Taught
Fall 2020 - MIIS
FRLA 8221
Social Issues - Contemp Quebec
Course Description
In which ways are France and the United States similar, from a cultural point of view? And in which ways are they different? How can understanding culture(s) help us cooperate with others in today’s globalized world? And better understand ourselves? These questions will be explored in this course through multiple thematic lenses based on areas of student interest (e.g., the environment, conflict, humanitarian aid). Class sessions will be predominately activity-based, with a balance among the interpretive, interpersonal, and presentational modes of communication. Assessments will highlight performance tasks in which students are asked to demonstrate their ability to engage in cultural inquiry in real-world situations related to their professional careers, as well as periodic vocabulary and grammar quizzes. There is no required textbook; all needed materials will be distributed during class. The course will be conducted in French and is destined for students with an Intermediate Low level of proficiency.
Terms Taught
Fall 2020 - MIIS
MIIS 8509
Principls/Practcs Lang Tchng I
Course Description
Principles & Practices of Language Teaching I
Along with Principles and Practices 2, this course provides students with a foundational pedagogical training in preparation for careers in foreign/second language teaching. Topics covered include an introduction to the field and its expectations, course/syllabus design, needs assessment, and unit design. Students will engage in a variety of real-world performance tasks, such as creating needs assessment instruments, summative language assessments, and unit plans. Students will also deepen their understanding of course concepts by conducting classroom observations. The dates of this course are AUGUST 24 through DECEMBER 11. Registering for this course signals your interest in taking the course. You will be notified via email on August 21 whether you can officially enroll in the course.
Terms Taught
Fall 2020
FRLA 8220
Food Security & Public Health
Course Description
You must take the Friday 10-12 grammar classes (for a total of 6 contact hours for this class) in order to receive 4 credits. Professor Jeremy Frye
This course will explore the intersection between access to sustaining food and human wellbeing. After defining the two foundational concepts of food security and public health, students will address these concepts’ relationship through case studies at multiple levels: the self, the community, the country, and the world. Content will be drawn from authentic policy texts and from students’ lived experiences. Aesthetic and spiritual aspects of food and wellbeing will also be considered. Key questions guiding course activities will be:
• What does it mean to live a life with dignity?
• What is the role of food in our lives and wellbeing?
• What role should government play in assuring our wellbeing?
Class sessions will be predominately discussion- and activity-based. Assessments and deliverables will include vocabulary and grammar quizzes, Integrated Performance Assessments (including interpretive, interpersonal, and presentational communication tasks), and a personal project related to students’ fields of study. There is no required textbook; materials will be distributed in class. The course will be conducted in French and is destined for students with an Intermediate Low level of proficiency.
Terms Taught
Spring 2020 - MIIS
Areas of Interest
In his teaching, Jason draws heavily on content-based instruction (CBI), an approach to language teaching that involves the simultaneous learning of language and stimulating non-linguistic content such as culture, geography, history, etc. His research focuses on foreign language teachers’ experiences with innovative practices, primarily through an identity lens. Recent articles can be found in Foreign Language Annals, the French Review, and Innovation in Language Learning and Teaching. View his Google Scholar profile.
Programs
Academic Degrees
- Ph.D., Second Languages and Cultures Education, University of Minnesota, 2013
- M.A., French, Middlebury College, 2003
- B.Mus., Viola Performance, Boston University, 2003
Professor Martel has been teaching at the Institute since 2013.
Publications
- Martel, J. (2019). “Washback of ACTFL’s Integrated Performance Assessment in an Intensive Summer Language Program at the Tertiary Level,” Language Education & Assessment, 2(2), 57–69.
- Martel, J. (2018). “Three Foreign Language Student Teachers’ Experiences with Content-Based Instruction: Exploring the Identity/Innovation Interface,” Innovation in Language Learning and Teaching, 12(4), 303–314.
- Martel, J. (2018). “Postsecondary Students’ and Instructors’ Evaluative Comments about ACTFL’s Integrated Performance Assessment,” Journal of Applied Language Learning, 28(1), 1–18.
- Martel, J. (2017). “Is the Field of Foreign Language Education Disposed to Change? Modern Language Journal, 101(2), 431–433.
- Troyan, F., Cammarata, L., and Martel, J. (2017). “Integration PCK: Modeling the Knowledge(s) Underlying a World Teacher’s Implementation of CBI,” Foreign Language Annals, 50(2), 458–476.
- Martel, J. (2017). “Identity, Innovation, and Learning to Teach a Foreign/Second Language,” in G. Barkhuizen (Ed.), Reflections on Language Teacher Identity. New York: Routledge.
- View the complete list of scholarly contributions.
News Feed
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Martel, Guillén, and Eagle Present Workshop at Annual CLTA Conference
Middlebury Institute faculty members Jason Martel, Gabriel Guillén, and Claire Eagle presented a workshop highlighting innovative strategies used by faculty in the Summer Intensive Language Program at annual California Language Teachers Association (CLTA) conference.
Professor Martel New Chair of ACTFL Teacher Development Special Interest Group
Middlebury Institute faculty member Dr. Jason Martel has been elected Chair of the Teacher Development Special Interest Group for the American Council on the Teaching of Foreign Languages (ACTFL).