|Present||Faculty Member, Harvard University|
|Present||Beginning French program coordinator, Harvard University|
Curriculum Development and psychology of language learning and teaching
- Beginning French I: French Identity through Visual Media (Harvard University)
- Beginning French II: Exploring Parisian Identity (Harvard University)
- Accelerated Elementary French (University of Pennsylvania)
- Intermediate French (University of Pennsylvania))
- Accelerated Intermediate French (French 134)
- Expérience et Analyse: French pedagogy (graduate seminar at Bennington College)
- Graduate Foundations Seminar in Foreign Language Teaching (Emory University)
- Developing Leaders through Teacher Research (graduate seminar in Action research, Bennington College)
407 Boylston Hall
Cambridge, MA 02138
Innovation and Accountability in Language Program Evaluation (2014)
Despite rapid globalization within contemporary society and the seemingly obvious need for the study of foreign languages (FL) and cultures, recruitment to undergraduate FL degrees has dwindled, graduate programs have disappeared, and institutions have restructured ...
Culture and vision in virtual reality narratives (in press) Foreign Language Annals (2020)
Hansen (2014) states that foreign language studies must learn to conceive of culture as an open, multi-voiced and dialogical interaction full of contradictions”(p. 9). One advocated approach to teach transcultural understanding is through the analysis ...
Students’ and instructors’ perceived value of language and content curricular goals Foreign Language Annals (2017)
Universities across the country are experiencing a decline in the number of undergraduates choosing to major in the humanities in general and similar trends have been observed specifically in the study of foreign languages, cultures, ...
The development of a national curriculum guide for Persian: Themes, genres, standards-based goals, and models Journal of the Council of Less Commonly Taught Languages. (2014)
Wang (2009) has challenged foreign language scholars to “engage in rigorous discussions to develop language-specific examples and performance indicators to guide program development and decision-making for less commonly taught language (LCTL) instructors” (p. 284). The ...
Action Research: Bridging Theory and Practice Academic Exchange Quarterly: Second Language Acquisistion and Pedagogy (2013)
This article explored a two year action research course aimed at linking theory and practice within the Masters of Arts in the Teaching of Second Language program for practicing foreign language teachers at Bennington College. ...
Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire CALICO Special Volume: Second Language Acquisition Theories, Technologies, and Language Learning (Eds., S. Thorne & B. Smith) (2011)
Participation in online social communities is suggested to have a myriad of advantages for foreign language learners. Researchers claim that social computing may facilitate second language acquisition (Blake, 2009), develop students’ sense of agency and ...
Teaching assistants' self-efficacy in teaching literature: Sources, personal assessments, and consequences Modern Language Journal (2011)
How do teaching assistants (TAs) perceive their competency as “language” and “literature” instructors? What are the sources and consequences of their self-beliefs? Teacher self-efficacy (TSE) or “the extent to which a teacher believes he or ...
A Guide du Routard Simulation: Increasing Self-Efficacy in the Standards through Project-Based Learning Foreign Language Annals (2009)
Project-based learning (PBL) is described as a student-centered approach to learning in which students’ engage in and collaborate on sequential authentic tasks and develop a final project. Through opportunities to integrate both language and content ...
Global simulation and writing self-beliefs of college intermediate French students International Journal of Applied Linguistics (2009)
Global simulation is described as “simultaneously an approach, a set of classroom techniques, and the conceptual framework for a syllabus” (Levine, 2004, p. 27). Students create a fictive yet culturally grounded world, assume the role ...
Self-efficacy of College Intermediate French Students: Relation to Achievement and Motivation Language Learning (2007)
The objective of this investigation was to examine the influence of self-efficacy and other motivational self-beliefs on the achievement of college intermediate French students (N = 303). Self-efficacy for self-regulation was a stronger predictor of ...
A reevaluation of the role of anxiety: Self-Efficacy, anxiety and their relation to reading and listening proficiency Foreign Language Annals (2006)
Research findings from several academic domains have demonstrated that students’ judgments of their own academic capabilities, or self-efficacy beliefs, influence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy ...
Teacher assisted versus individual viewing of foreign language video: Relation to comprehension, self-efficacy, and engagement CALICO Journal (2004)
As teachers’ roles evolve in technology-enhanced language learning (TELL), choices of technological devices and instructional delivery and the degree of foreign language (FL) teacher facilitation within TELL activities are prominent. This investigation compared 53 beginning ...
Contributions to Books (7)
Beliefs, motivation, and engagement: What every teacher of Arabic needs to know about self-efficacy Handbook for Arabic Language Teaching Professionals in the 21st Century (2nd edition) (2016)
Language learning can be a significant challenge to the psyche (Dewaele & MacIntyre, 2014). A language learner who does not immediately “succeed” may become anxious and doubtful about their future prospects. Bandura, who originally coined ...
Self-efficacy in Second Language Acquisition Multiple Perspectives on the Self (2014)
Within social cognitive theory, perceptions of self-efficacy are among the most central mechanisms of self-reflection (Bandura, 1997). Self-efficacy refers to “beliefs in one’s capabilities to organize and execute the courses of action required to produce ...
Task-based Course Development: A Guide du Routard Simulation Task-Based III: Expanding the Range of Tasks with Online Resources (2009)
In a task-based course, thematic and linguistic content and appropriate subtasks are planned, sequenced, and organized so that students may ultimately complete a final real-world task. Following the steps of the practical guide summarized by ...
Teacher Self-Efficacy of Graduate Teaching Assistants of French From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program (2007)
Teacher efficacy is described as “the extent to which the teacher believes he or she has the capacity to affect student performance” (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977, p. 137). Studies of teacher efficacy ...
Cultural learning outcomes and summer study abroad Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts (2006)
This study investigated cultural learning by 194 high school students in summer study abroad programs. Quantitative analysis was used to determine if significant changes occurred in self reports of cultural, linguistic, and interpersonal challenges in ...