Goals, Objectives, and Grading Policies in my Graduate-Level Language Teaching Methods Course

This post is about my own critical approach to goals and grading in my language teaching methods course. By way of context, I want to explain that these days, as I work to support faculty in my campus moving to online instruction for summer and possibly fall, I am working with my colleagues at the…… Continue reading Goals, Objectives, and Grading Policies in my Graduate-Level Language Teaching Methods Course

Accessibility and Language Acquisition

Creating accessible language courses should be all of our goal. Do we really believe languages are for everyone? Do we REALLY believe that everyone who has learned a first language can and has a right to learn a second one? I, for one, definitely do. But I have not always put into practice the kind…… Continue reading Accessibility and Language Acquisition

…but not that uncomfortable.

Continuing my previous discussion about making students uncomfortable, I often second-guess myself or feel that, when I bring up topics that may be too challenging, I am opening myself up to negative consequences. Articles like this one and this one do not help me feel safe (Addendum 10/18: or this one). To me, what these…… Continue reading …but not that uncomfortable.

Making my Students Uncomfortable

There is that fine line we walk in my liberal arts college. We want to challenge our often-sheltered students to see the world in a new way, to explore their own privilege and prejudices, and to do things that make them feel uncomfortable. But, and I speak for myself here although others must experience the…… Continue reading Making my Students Uncomfortable