| Language teacher identity J Martel, A Wang The Routledge handbook of educational linguistics, 289-300, 2014 | 88 | 2014 |
| Learning to teach a foreign language: Identity negotiation and conceptualizations of pedagogical progress J Martel Foreign Language Annals 48 (3), 394-412, 2015 | 57 | 2015 |
| Integration PCK: Modeling the knowledge (s) underlying a world language teacher's implementation of CBI FJ Troyan, L Cammarata, J Martel Foreign Language Annals 50 (2), 458-476, 2017 | 48 | 2017 |
| Saying our final goodbyes to the grammatical syllabus: A curricular imperative J Martel The French Review 86 (6), 1122-1133, 2013 | 30 | 2013 |
| Three foreign language student teachers’ experiences with content-based instruction: Exploring the identity/innovation interface J Martel Innovation in Language Learning and Teaching 12 (4), 303-315, 2018 | 24 | 2018 |
| Tapping the National Standards for thought-provoking CBI in K–16 foreign language programs J Martel Content-based foreign language teaching, 101-122, 2016 | 23 | 2016 |
| Exploring the trajectory of an educational innovation: Instructors’ attitudes toward IPA implementation in a postsecondary intensive summer language program J Martel, KM Bailey Foreign Language Annals 49 (3), 530-543, 2016 | 19 | 2016 |
| Learning to teach a foreign language: A student teacher's role identity negotiation JP Martel University of Minnesota, 2013 | 18 | 2013 |
| Identity, innovation, and learning to teach a foreign/second language J Martel Reflections on language teacher identity research, 95-100, 2016 | 15 | 2016 |
| Postsecondary Students' and Instructors' Evaluative Comments about ACTFL's Integrated Performance Assessment. J Martel Applied Language Learning 28 (1), 1-18, 2018 | 11 | 2018 |
| Is the field of foreign language education disposed to change? J Martel The Modern Language Journal 101 (2), 431-433, 2017 | 9 | 2017 |
| Enacting an identity approach in a language teacher education practicum course J Martel, B Yazan Diversity and transformation in language teacher education, 2021 | 8* | 2021 |
| Implementing “enhanced rehearsals” in a practice‐based TESOL methods course J Martel TESOL Journal 12 (2), e540, 2021 | 7 | 2021 |
| The identities of language-trained content-based teachers, an underexplored community of practice J Martel Teacher Learning and Professional Development 5, 2020 | 7 | 2020 |
| Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level J Martel Language Education & Assessment 2 (2), 57-69, 2019 | 7 | 2019 |
| Exploring the transformative potential of English language teaching for social justice: Introducing the special issue D Ortaçtepe Hart, J Martel TESOL Journal 11 (4), e568, 2020 | 6 | 2020 |
| Looking across contexts in foreign language student teacher supervision: A self-study J Martel The New Educator 8 (3), 243-257, 2012 | 6 | 2012 |
| Mindsets and Tools for Developing Foreign Language Curriculum Featuring Thoughtful Culture-as-Content J Martel, N Pettitt The French Review 90 (2), 171-183, 2016 | 4 | 2016 |
| Designing Interpretive Communication Activities in Canvas J Martel The French Review 94 (3), 63-67, 2021 | 3 | 2021 |
| The Evolution of a Practicum: Movement toward a Capstone. N Avineri, J Martel CATESOL Journal 27 (2), 157-170, 2015 | 3 | 2015 |
Laurent CammarataProfessor, Education, University of AlbertaVerified email at ualberta.ca
