Teaching & Pedagogy (he/they)
I see language as an active, ever-changing toolkit for human connection and identity construction. I cultivate classrooms where linguistic diversity is treated as an inherently valuable asset for further language development and deeper self-reflection. I draw heavily upon Paulo Freire’s critical pedagogy framework and Ofelia García’s translanguaging framework.
In my language classrooms, I am deeply passionate about applying evidence-based practices, creating student-centered spaces, continuously interweaving intercultural pragmatics into my instruction, and preparing my students for interactions in their target language in situations that are relevant
As a teacher, I see myself as a guide first and foremost, but also as a life-long learner who gains invaluable knowledge from interactions with my students.
Communicative language instruction focused on practical linguistic competence across a variety of levels, from A1 (low beginner) to C1 (advanced).
Russian language instruction, individualized to fit the specific learner’s needs and goals.
Investigates translingual writing, multimodal variation, and learner agency in an intermediate adult ESL community classroom using critical ethnography and translanguaging frameworks.
An experimental proposal examining the impact of differentiated metapragmatic TBLT instruction on Grapheme-to-Phoneme Correspondence (GPC) spelling accuracy and cross-cultural pragmatic competence.
I am prepared to teach, assist with, or design undergraduate course modules concerning: