#  Romance Languages & Literatures 

 





###    2023–2024  expand\_more  

 

##  Amanda Gann & Roberto Talavera

 The RLL Teaching Repository is an online archive of teaching resources we created to support instructors. This initiative aims to address three key needs: the diversity of our teaching staff's backgrounds and experiences, the lack of dedicated support for international teaching assistants (who make up the majority of our instructors), and difficulties accessing valuable materials. The repository organizes resources into six main categories: Department Orientation, International TA Resources, Guest Speaker Presentations, Placement Test Information, Teaching Demonstrations, and Technology How-To Guides. By centralizing support resources, the repository aims to help both new and experienced instructors navigate their roles within the department.

 [View Amanda and Roberto's capstone project.](https://docs.google.com/presentation/d/1nTNAP13B6hlvqJdMmfCIdPnfAsujNwN2/edit?usp=sharing&ouid=107232979389498468731&rtpof=true&sd=true)



 

 

 



 

 

 

 



###    2022–2023  expand\_more  

 

##  Lisa Kostur & Giulia Pellizzato

 We designed a new tool for supporting PhD students in their teaching training and professors in their teaching work: a Mentorship Alliance. In the framework of a customizable agreement of mutual accountability, a PhD student and a professor will work together (intra- or inter-departmentally) towards innovating a course, its assignments and its assessment strategies, practicing engaging teaching and discussion leading, while being in dialogue as mentor/mentee and reflective practitioners. We piloted this strategy with RomLang 230, thanks to the proto-mentorship alliance we built with Maria Luisa Parra and Virginie Greene. We co-organized events for the RLL Engagement Series, we organized a panel on teaching and the job market, and we organized social events for TFs and TAs to foster a strong and interconnected community among new teachers in the Department.

 [View Lisa and Giulia's capstone project.](/files/kostur_lisa_pellizzato_giulia_rll.pdf)



 

 

 



 

 

 

 



###    2021–2022  expand\_more  

 

##  Juan Arias & Luca Politi

 We inaugurated the monthly newsletter “RLL in the Classroom,” featuring instructors and their reflections on pedagogy, events of interest, and relevant Bok Center resources. In RomLang 210, we assisted with the training of the new teachers in RLL through demo lessons and class observations and consultations. We organized two panels on teaching and the job market, and one for the rising G3s about to start teaching. Monthly social events around the Cambridge area provided the occasion to reconnect as a teaching community.

 [View Juan and Luca's capstone project.](https://johnnycactus.notion.site/johnnycactus/RLL-Pedagogy-Fellows-2021-2022-09898dcc349d401292f34611747bf369)



 

 

 



 

 

 

 



###    2020–2021  expand\_more  

 

##  Emily Epperson & Luca Politi

 **For new TFs**, we modeled successful teaching practices and consulted with them on recordings of their classes. **For experienced TFs**, we convened a panel of alumni to speak about the job market. We also offered events for **all TAs and TFs**: a reading group discussing the practical side of virtual teaching, and listening hours (“Getting ReaLL with Emily and Luca”) for instructors to chat about challenges of virtual instruction. We also helped organize a talk series about social justice in language pedagogy.

 [View Emily and Luca's capstone project.](/files/politiluca_128289_12301260_capstone_bok_21.png?m=1625602489)



 

 

 



 

 

 

 



###    2019–2020  expand\_more  

 

##  Xiomara Feliberty-Casiano & Matthew Rodriguez

 Second language pedagogy theory in practice guided our work this year. In our pedagogy course sequence, we prioritized building a strong community while supporting instructors with observations, recordings, and consultations. We supported the transition to remote teaching with weekly meetings to share online teaching strategies. We shared sample lessons adapted to online teaching with the Language Center. Finally, we helped instructors develop their reflective practice through a panel on teaching and the academic job market.

 [View Xiomara and Matthew's capstone project.](https://drive.google.com/file/d/1816QHBEnUMA1zVWKiDbK4yqyXFWRelQl/view)