Teaching
Queen’s University (Kingston, ON):
Workshops on Research Related to Teaching:
Reyes, Michael & Francesca Fiore. “Cracking the Correction Code: Improving Student Writing in the Second Language Classroom,” Queen’s University, Kingston, Ontario, August 18, 2020.
Publications on Teaching:
Reyes, Michael & Fiore, Francesca. Cracking the Correction Code: Improving Student Writing in the Second Language Classroom and Beyond. 1st ed., 2020.
This guide is meant to empower language instructors by providing them with empirically tested ways to correct the mistakes in their students’ writing. The guide describes different types of feedback that instructors can use, and provides principles of effectiveness to help instructors decide which types of feedback best meet the needs of their students. It is intended for instructors new to language teaching, such as graduate students, as well as experienced language instructors who may be unsure of which types of feedback may be most effective.
To download the guide, click here.
Reyes, Michael & Fiore, Francesca. Cracking the Correction Code: A Workbook for Providing Written Corrective Feedback in the Second Language Classroom and Beyond. 1st., 2020.
The purpose of this companion workbook is to help instructors apply their knowledge of WCF from Cracking the Correction Code to the concrete realities of their classroom assignments. Though we wrote the recommendations of Cracking the Correction Code with real classrooms in mind, we also know that, for many, our recommendations may appear deeply counterintuitive, and that instructors may need extra practical guidance to overcome the challenges of introducing them into their standard grading practices. This workbook is here to help.
To download the guide, click here.
Le présent guide vise à renseigner les professeurs de langues, les moniteurs et les assistants à l’enseignement, sur divers types de rétroaction corrective à l’oral (“RC”) et leur efficacité concrète dans différents contextes d’apprentissage. Après votre lecture, vous devriez être en mesure de différencier chacun des types de RC et de choisir lesquelles combiner pour bien répondre aux besoins changeants de vos élèves, quel que soit leur niveau.
La distribution de cette oeuvre est soumise aux conditions d’une licence internationale Creative Commons 4.0. Vous pouvez télécharger ce guide en cliquant ici. Vous pouvez le distribuer librement à tous vos collègues, aides-enseignants, ou étudiants.
N’hésitez pas à m’écrire avec vos commentaires! J’aimerais bien savoir ce que les enseignants ont pensé de ce guide!
This guide is meant to empower language instructors by providing them with empirically tested ways to correct the mistakes in their students’ speech. It describes different types of feedback that instructors can use, and provides principles of effectiveness to help instructors decide which types of feedback best meet the needs of their students. It is intended for instructors new to language teaching, such as graduate students, as well as experienced language instructors who may be unsure of which types of feedback may be most effective.
The guide is published under a Creative Commons 4.0 international license and can be downloaded for free here and freely distributed.
Please feel free to email me with any comments! I’d love to hear from instructors about their experiences reading and using this guide.
Educational Research Grants:
2019 – 2020 – “Cracking the Correction Code: Assessing the Effectiveness of Feedback Strategies for Improving Student Writing in the Second Language Classroom and Beyond“ ($4,500 Awarded)
The Department of French Studies recently introduced a series of reforms for improving the grammatical accuracy and overall quality of student writing. However, despite implementing a common framework for providing more feedback on writing across all courses, instructors do not know what kinds of feedback will improve learning outcomes. This project explores the effectiveness of different kinds of corrective feedback on student writing, both in the scholarly literature and in our second-year composition course. By doing so, this research project empowers instructors and staff with strategies for developing the writing skills of second language learners and international students at Queen’s.
2018 – “How should we correct mistakes in the speech of foreign language learners?
Assessing the training of Undergraduate Teaching Assistants in effective feedback strategies.” ($3,000 Awarded)
The introductory course in the Department of French Studies uses fourth-year undergraduate teaching assistants (UTAs) to provide first-year students with speaking practice in small group tutorials. In recent years, however, students have expressed dissatisfaction with the quality of feedback that they received on speaking from their UTA. For this study, I will research the effectiveness of different strategies for providing feedback and train UTAs in practices supported by this literature. I will then assess the effectiveness of this training on student perceptions of feedback they received from their UTA and determine if the feedback improved students’ speaking skills.
Workshops Led:
2019 – “Could you Repeat That? How to Correct Mistakes in the Speech of Language Learners, ” Queen’s University, 23 April. Workshop on Oral Corrective Feedback Practices for Faculty in French Studies, LLCU, and RMC.
Presentations on Teaching:
2019 – “Could you Repeat that? Training Undergraduate TAs in Oral Corrective Feedback,” Showcase of Teaching and Learning at Queen’s University, 1 May 2019 (Kingston, Ontario).
2018 – “Training, Mentoring, and Supervising Undergraduate TAs – The Case of FREN 499” Showcase of Teaching and Learning at Queen’s University, 2 May 2018 (Kingston, Ontario)
Awards:
Chancellor A. Charles Baillie Teaching Award – Nomination – Winter 2020 – Queen’s University
W.J. Barnes Teaching Award for Teaching Excellence – Nomination – Winter 2019 – Intermediate French
W.J. Barnes Teaching Award for Teaching Excellence – Nomination – Fall 2017 -Literary and Cultural History of Québec and the Francophone World
W.J. Barnes Teaching Award for Teaching Excellence – Nomination – Winter 2017 – An Advanced Course in French-English Translation
W.J. Barnes Teaching Award for Teaching Excellence – Nomination – Fall 2016 – Literary and Cultural History of Québec and the Francophone World
Courses:
Vers de nouveaux récits pour Haïti: une introduction aux études haïtiennes
Towards New Narratives for Haiti: An Introduction to Haitian Studies
Travaux pratiques: Stylistique et traduction
French in Practice: An Advanced Course in French-English Translation
Écrits de la francophonie: Introduction à la littérature caribéenne francophone
Francophone Writings: An Introduction to French Caribbean Literature
Histoire littéraire et culturelle de la francophonie et du Québec
The Literary and Cultural History of Québec and the Francophone World
Apprentissage et enseignement du français langue seconde
Second Language Acquisition Theory and Methods for Teaching French as a Second Language
Français intermédiaire
Intermediate French
Vassar College (Poughkeepsie, NY):
Je me souviens: Imagining Québécois Nationalism in the 21st Century
Black Majesty: Fashioning the First King of Haiti
Advanced French Grammar and Composition
Intermediate French II
Elementary French I, II
Michael C. Reyes, Ph.D 