Teaching

Helping students become confident readers and writers.

Across six years, I've taught multilingual and first-year students in U.S. high school classrooms, intensive English programs, first-year writing, and a college-readiness program, and I've supported graduate courses in applied linguistics. What connects these rooms is a commitment to helping students read closely, write with purpose, and bring their full linguistic and cultural resources into academic work.

Courses taught

DSP Critical Analysis

UMass Boston · Directions for Student Potential · Summer 2026 · Instructor

About the program

DSP is a free six-week summer program for incoming first-year students. Successful completion guarantees admission to most majors at UMass Boston in the fall. The program combines critical reading and writing, quantitative reasoning, embedded tutoring, and community building.

About the course

Critical Analysis prepares students for the reading, writing, reasoning, and discussion expected in first-year college work. It takes its learning outcomes from CRW 112 and ENGL 101, and builds the core academic habits students need before first-year writing: careful reading, evidence-based interpretation, inquiry, discussion, drafting, feedback, revision, and reflection.

By the end of the course, students can

  1. Read short texts closely, identifying claims, key ideas, evidence, assumptions, and implications.
  2. Develop a focused argumentative claim in response to a text, issue, or inquiry question.
  3. Support an argument with relevant evidence from readings, course materials, or limited research.
  4. Explain and respond to an opposing view through counterargument and rebuttal.
  5. Organize an argumentative essay with a clear introduction, body paragraphs, transitions, and conclusion.
  6. Use feedback to revise for clarity, evidence, organization, and reasoning across drafts.
  7. Reflect on their growth as readers, writers, and college learners.

ENG 103: Rhetoric and Writing

Ball State University · Fall 2021 – Spring 2024 · Graduate Teaching Assistant (Instructor)

About the course

Ball State's first-year writing course introduces students to diverse rhetorics, writing processes, research, and information literacy. Students examine how language practices vary across cultural and rhetorical contexts, and create both written and multimodal texts.

Course goals

  • Identify and analyze rhetorical concepts from different cultures.
  • Reflect on and adjust their own composing strategies.
  • Recognize how grammar, citation, and genre conventions change across disciplines and cultures.
  • Engage critically with others' perspectives and language practices.
  • Compose texts in several formats for different purposes and audiences.
  • Use evidence from several sources to support a sustained argument.

What I did

  • Developed syllabi and course projects aligned with departmental objectives, including research-based, rhetorical-analysis, and multimodal projects.
  • Led class sessions, facilitated discussion, and guided peer-review workshops.
  • Evaluated student writing with department rubrics and gave detailed, revision-focused feedback.
  • Met students in office hours and writing conferences to support revision.

Speaking, Level 4 / Academic Bridge

Intensive English Institute, Ball State University · Spring 2024 · Language Instructor

About the course

Level 4 is an upper-intermediate level focused on critical thinking and more demanding academic work. In the speaking course, students learn to take part in and lead academic classroom discussions, with attention to culturally appropriate interaction and pronunciation. Academic Bridge students are conditionally admitted to Ball State and take IEI classes alongside courses in their degree program.

What I did

  • Designed communicative lessons and performance-based assessments to build oral fluency.
  • Gave individual feedback on pronunciation, accuracy, and academic speaking.
  • Tracked student progress and kept records aligned with program outcomes.
  • Adapted instruction for students from many different language backgrounds.

English 9, English 10, Algebra I, and U.S. History

Warren Central High School, Indianapolis · 2024 – 2025 · Multilingual Teacher / Co-Teacher

About the courses

Core courses for multilingual high school students that combined grade-level English, math, and history content with support for developing academic English, through sheltered instruction.

What I did

  • Co-taught content classes with subject-area teachers, making grade-level material accessible to multilingual learners.
  • Used sheltered instruction strategies to support both content learning and language development.
  • Designed lessons combining language and content, aligned with district standards.
  • Built an inclusive classroom using restorative and culturally responsive practices.
  • Used formative assessment to check progress and adjust support to individual needs.
  • Worked with colleagues and support staff on students' academic and language goals.
Teaching assistant

Graduate courses in Applied Linguistics

Department of Applied Linguistics · Sep 2025 – May 2026 · Teaching Assistant · Online

APLING 603

Language, Culture and Identity

How culture and cultural practices shape identity, and how these play out in classrooms and second language education.

APLING 611

Methods and Materials in Foreign Language Instruction

Connects language-teaching methods to second language acquisition research and theory. Students evaluate textbooks and create and share new course materials.

APLING 612

Integrating Culture into the Language Curriculum

A hands-on course that connects theory and classroom practice, helping teachers build cross-cultural perspectives into the language curriculum.

APLING 690

Field Experience

Grounds students' academic work in real classrooms. Each student designs a semester-long field experience, based on action research or student teaching, in their own setting.

What I did

  • Helped the instructor prepare course content in Canvas, including weekly modules, readings, bibliographies, surveys, and discussion materials, with attention to accessibility.
  • Held regular writing conferences with graduate students on drafting, revision, and project development.
  • Gave written feedback on students' discussion posts, assignments, and papers.
  • Met weekly with the instructor to review course progress, address issues, and plan upcoming modules.