Catherine Pulupa is a Senior Faculty Specialist at the National Foreign Language Center (NFLC) at the University of Maryland. At the NFLC, Catherine performs research on immediate and long-term impact of K-12 world language programs and world language teacher professional development, as well as examining equity in language education and the impacts of world language education policies. Originally from Maryland, she has over a decade of experience working as an English teacher, language assessment designer, and curriculum developer in the United States and abroad. Catherine holds an MA in Applied Linguistics and TESOL, a graduate certificate in educational data and measurement, and is enrolled in the Second Language Acquisition PhD program at the University of Maryland. Her research interests include second language acquisition, pragmatics, and second language assessment and program evaluation, with expertise in quantitative analysis and program evaluation and survey research design and methodology. In recent years, Catherine has presented at the American Association for Applied Linguistics (AAAL) conference, the American Council on the Teaching of Foreign Languages (ACTFL) convention, the East Coast Organization of Language Testers (ECOLT) conference, and other conferences on language learning and assessment.
Remote teaching in a pandemic: language teachers’ needs for professional development
Since the early spring of 2020, teachers of every subject, at every level, have put in enormous amounts of work to educate students in remote and hybrid formats due to the COVID-19 pandemic. They have drawn on old and new tools including textbooks, guided independent study, and educational applications accessible online. However, teachers of world languages face some unique challenges because of the specific demands of effective world language teaching.January 26, 2021