What excited me most about beginning a master's degree program was having access to a curated supply of research articles that would inform, supplement, justify and reinforce my philosophy and teaching practices based on my needs as a foreign language teacher. Below, you will find examples of my experience proposing and conducting research at my school site. Although limited, these experiences have shaped my perspective on teachers as researchers and they have provided a lot of insight on how I can conduct research appropriately to improve my own students' acquisition, or to evaluate aspects of my World Language department.
One of my favorite takeaways from the MAFLT program is learning about conducting my own research in the classroom. To the left is a research proposal where I ask questions that are reflective of conversations we often have at my school about how to address the teaching of grammar:
To what degree does engaging students in a process of writing, including multiple drafts, editing, revision and reflection, affect the grammatical accuracy of students in a level 3 Spanish classroom?
To what degree does the method of instruction influence that process?
Shifts in U.S. society in the wake of the murder of George Floyd and the Black Lives Matter protests have created a sense of urgency to make changes to curricular materials to create a more equitable classroom experience. Responsible representation of cultures in materials is imperative and professional development at OCSA began to address these imperatives and WL teachers expressed a desire to make those changes immediately. The program evaluation report here was carried out by myself and classmate Brittany Brenner, to provide relevant recommendations for the World Languages department to achieve those goals.
I have completed training to ensure that I understand and can implement ethical practices in research through The Collaborative Institutional Training Initiative (CITI Program)