Jason Martel

Professor; Program Chair, TESOL and Teaching Foreign Language

Jason Martel Headshot
Office
400 Pacific Street D205
Tel
(831) 647-3547
Email
jmartel@middlebury.edu

Jason Martel is professor of language education at the Middlebury Institute of International Studies. Prior to joining the Institute in 2013, he earned his M.A. in French from the Middlebury College School of French, taught secondary-level French in Massachusetts, and earned his Ph.D. in second languages and cultures education from the University of Minnesota. In addition to teaching courses in language pedagogy, French language, and English language, he has held several administrative positions at the Institute, including associate director of the Summer Intensive Language Program, TESOL/TFL program chair, and most recently, online MA TESOL program director.

Jason maintains an active scholarly agenda in the domains of language curriculum design, language assessment, and language teacher learning. His book, titled Moving Beyond the Grammatical Syllabus: Practical Strategies for Content-Based Curriculum Design, was published by Routledge in 2022. His articles can be found in well regarded journals such as Modern Language Journal, Foreign Language Annals, TESOL Journal, French Review, and Journal of Applied Language Learning.

An active voice in the field of language pedagogy, Jason participates in a range of professional activities. Recent accomplishments include serving as chair of the American Council for the Teaching of Foreign Languages’ Teacher Development Special Interest Group and consulting with organizations such as the College of the Muscogee Nation in Oklahoma, the Middlebury School in Jordan, and the College Board. Jason has received several awards for his work, including the Stephen A. Freeman Award for Best Published Article from the Northeast Conference on the Teaching of Foreign Languages, the Excellence in Teacher Development Award from the American Council for the Teaching of Foreign Languages’ Teacher Development Special Interest Group, and most recently, the Institute’s Faculty Excellence Award. 

Above all, Jason is proud to be a “Triple Panther,” meaning he has studied and/or worked in three distinct Middlebury entities: the Middlebury School of French, the Middlebury School in Paris, and the Middlebury Institute of International Studies.

Courses Taught

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, Fall 2022 - MIIS

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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

Summer 2022 - MIIS, MIIS Second Half of Term, Summer 2023 - MIIS, MIIS Second Half of Term, Fall 2023 - MIIS

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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 2021 - MIIS, Spring 2022 - MIIS, Spring 2023 - MIIS, Spring 2024 - MIIS, Spring 2025 - MIIS

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Course Description

Terms Taught

Summer 2022 - MIIS, MIIS Second Half of Term, Fall 2022 - MIIS

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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, Spring 2022 - MIIS, MIIS Winter/J Term only, Spring 2023 - MIIS, MIIS Winter/J Term only, Summer 2023 - MIIS, MIIS Second Half of Term

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Course Description

This seminar provides language teachers with the skills and knowledge necessary to meet the challenges of becoming language teacher supervisors. It examines current models of, and research on, language teacher supervision. Students practice observing teachers and conducting post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts.

Terms Taught

Spring 2022 - MIIS

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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

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Course Description

Did you know that French is the fifth most spoken language in the world? As such, proficiency in French is a vital tool for helping to solve the global hunger crisis. In this blended synchronous course, you will deepen your understanding of la francophonie and food (in)security by engaging in activities that reflect ACTFL’s Five Cs of communication, culture, comparisons, connections, and communities. By the end of the course, you will be able to explain the nature of la francophonie, define food (in)security, characterize the state of food (in)security in various Francophone countries/regions, and explain ways that food (in)security intersects with your fields of study. You will demonstrate your learning by completing real-world performance tasks such as interpreting authentic policy-oriented texts and composing policy memos.

Terms Taught

Fall 2024 - MIIS

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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 SEPTEMBER 6 through DECEMBER 16. 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 2022, MIIS courses in College Term, Fall 2023, MIIS courses in College Term

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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 SEPTEMBER 6 through DECEMBER 16. 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

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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, Spring 2024, MIIS courses in College Term

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Course Description

How can you design learning experiences that build language proficiency while also engaging students intellectually? How can you relate curriculum to students’ lives? In this fully asynchronous course, you will explore key knowledge, skills, and attitudes associated with the multiple stages of language curriculum design. Activities include readings, viewings, discussion boards, peer reviews, and design tasks. By the end of the course, you will be able to construct needs assessment instruments, fashion learning goals, articulate performance tasks, and generate ideas for lesson plans and modules in modalities evoked in specific contexts (e.g., synchronous, asynchronous, hybrid). You will demonstrate your learning in a complete thematic unit plan that follows a backward design approach and is shaped by evidence reflecting students’ needs and interests. Those studying toward the online MA TESOL will need to complete this course in addition to the other seven core courses before enrolling in the two capstone courses.

Terms Taught

Fall 2024 - MIIS, MIO First Session

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Course Description

What does effective instruction look like in multimodal language learning settings? Which instructional practices are considered “high-leverage,” meaning they represent a core set that all language teachers need to master? In this fully asynchronous course, you will explore knowledge, skills, and attitudes associated with key instructional strategies for language teaching, such as facilitating class discussions, building relationships with students, using effective verbal scaffolding, and implementing organizational routines. Activities include annotated readings, viewings, discussion boards, peer reviews, and video-recorded enactment tasks. By the end of the course, you will be able to perform a range of strategies customized to your target teaching context and will demonstrate your learning in a digital practices showcase that highlights your abilities. Those studying toward the online MA TESOL will need to complete this course in addition to the other seven core courses before enrolling in the two practicum courses.

Terms Taught

Spring 2025 - MIIS, MIO First Session

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Course Description

Who do you want to be as a language professional? In this fully asynchronous course, you will articulate your teaching philosophy and prepare yourself for the professional context in which you will be working. As part of this preparation, you will begin your student teaching. Activities will include exploring different teaching contexts, engaging in peer observation and feedback, keeping a teaching journal, compiling an employment portfolio and articulating a professional development plan. By the end of the course, you will be able to articulate your teaching and learning philosophy, your professional objectives, and be able to thoughtfully reflect upon your teaching context and learners. You will demonstrate your learning through the compilation of an employment-focused portfolio. Those seeking to complete the online MA TESOL will need to complete the eight core courses before enrolling in this course. Practicum “B” will be taken upon completion of this course.

Terms Taught

Spring 2025 - MIIS, MIO First Session

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Course Description

How do you ensure that your classroom provides the best learning environment possible for your students? In this fully asynchronous course, you will explore your classroom environment to make sure that you are meeting both your needs and those of your learners. We will focus on the ways in which your lessons and assessment practices address your teaching and learning objectives. Activities will include student teaching, keeping a reflective journal, engaging in peer observation and feedback, and conducting an investigation of your teaching. By the end of the course, you will feel confident in assessing whether or not your classroom objectives have been met and whether your lessons have maximized learner engagement. You will demonstrate your learning through the compilation of your teaching journal, a teaching portfolio, and by participating in a mock job interview. Those seeking to complete the online MA TESOL will need to complete the eight core courses as well as Practicum “A” before enrolling in this course.

Terms Taught

Spring 2025 - MIIS, MIO Second Session

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Areas of Interest

Jason’s scholarship spans the domains of content-based language curriculum design, language assessment, and language teacher learning. Recently, he has taken a deep interest in online curriculum design, with a focus on asynchronous language teacher professional development. 

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., & Jourdenais, R. (2024). Practicum in language teacher education. In Z. Tajeddin & T. Farrell (Eds.), Handbook of Language Teacher Education. Springer.
  • Martel, J. (2023). Introduction. In F. Troyan, B. Adair-Hauck, & E. Glisan, The Integrated Performance Assessment: Twenty Years and Counting (pp. vii–viii). ACTFL.
  • Martel, J. (2022). Moving Beyond the Grammatical Syllabus: Practical Strategies for Content-Based Curriculum Design. Routledge.
  • Martel, J. (2021). Designing interpretive communication activities in Canvas. French Review, 94(3), 63–67.
  • Martel, J. (2021). Implementing “enhanced rehearsals” in a practice-based TESOL methods course. TESOL Journal, 12(2), e540.

View Jason’s Google Scholar Profile for his complete list of publications

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