You Can't NOT Teach Grammar (And Why We’re Doing It Wrong) - Caitlyn Pineault
"Designing curriculum around proficiency goals for your program is a way of making them a positive, empowering tool instead of something that's punitive" - Caitlyn Pineault.
Caitlyn teaches undergraduate second language acquisition courses at Georgetown University with a dedication to connecting research and practice for language teachers. Her work can be found in the Modern Language Journal and the Foreign Language Annals. She is also the co-founder of the recurring column “Collective Wisdom: Teacher and Researchers in Dialogue” in The Language Educator.
In this episode, we chat about:
Bridging Research and Classroom Practice
The Role of Feedback in Language Learning
Student's Frustration with Language Learning
Challenges in Changing Teaching Practices
The Role of Rubrics in Reflecting Teacher Values
Assessment and Its Impact on Language Programs
Implementing TBLT in Different Educational Contexts
The Future of Language Education and Teacher Mindset
*Prefer video? Watch the episode on YouTube.
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About Caitlyn Pineault
Caitlyn teaches undergraduate second language acquisition courses at Georgetown University with a dedication to connecting research and practice for language teachers. Her work can be found in the Modern Language Journal and the Foreign Language Annals. She is also the co-founder of the recurring column “Collective Wisdom: Teacher and Researchers in Dialogue” in The Language Educator.
As always, thank you for listening. Your support has been overwhelming and we couldn't do what we do without you. We hope this podcast serves as an effective CPD tool for you.
If you have a comment or question about today's show, we'd love to hear from you: info@learnyourenglish.com
