Packer Collegiate Institute, Brooklyn, NY
   Upper School

• AP French Language (2004-2005)
• Spanish I: beginning Spanish (2003-2004)
• French III: intermediate French (2002-2005) 

    Middle School

• French 100: 2^nd year French (2004-2005)
• French 50: 1^st year French (2003-2004)
• Spanish 100: 2^nd year Spanish (2002-2003)

   Lower School

• Enrichment Spanish: early morning program for 3^rd-graders (2004-2005)

Millbrook School, Millbrook, NY

   Upper School

• French III: intermediate French (2001-2002)
• Spanish I: beginning Spanish (2001-2002)
• Substitute for AP French Language (November-December 2001)
• Substitute for Spanish II, III, IV (January-March 2002)

Université de Bourgogne à Dijon, Dijon, France

• Teaching assistant in English language lab classes, conversation, current events classes (2000-2001)

Concordia Language Villages, Fosston, MN

• Advanced French and film class on portrayal of children in Francophone cinema (Summer 2002)

 

Cycle 1: In the first cycle I tested out a new set of guidelines and a new rubric for the composition process.  I also worked very closely with students to model the editing process and introduced the possibility of earning extra points for improvements over weak areas in past papers.

Cycle 2: In this cycle, I explored the use of culturally authentic multimedia sources in my classroom--the song, "Non, je ne regrette rien" by Edith Piaf, and a current movie trailor. This approach not only served to grab the students' attention, especially these students who have grown up in a digitalized world, but also provided a cultural context for the target grammatical structures.

Cycle 3: In the final cycle I completed a study of students' subvocal speech during the brainstorming portion of the L2 writing process.  I concluded that students subvocalized their thoughts in their L1 for organization idea generation, metalanguage, lexical searching.