Photograph of Jason Martel
Office
400 Pacific Street D205
Tel
(831) 647-3547
Email
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

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

View in Course Catalog

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

View in Course Catalog

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

View in Course Catalog

Course Description

Terms Taught

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

View in Course Catalog

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

View in Course Catalog

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

View in Course Catalog

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

View in Course Catalog

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 2020, Fall 2022, MIIS courses in College Term

View in Course Catalog

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

View in Course Catalog

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

View in Course Catalog

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. (2022). Moving beyond the grammatical syllabus: Practical strategies for content-based curriculum design. Routledge.
  • Ortaçtepe Hart, D., & Martel, J. (Eds.). (2020). Exploring the transformative potential of English language teaching for social justice. TESOL Journal, 11(4).
  • 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.
  • Martel, J. (2020). The identities of language-trained content-based teachers: An underexplored community of practice. Teacher Learning and Professional Development5(1), 37–48.
  • View the complete list of scholarly contributions.

News Feed