My approach to teaching is guided by three primary principles:
that learning is most productive when curricular learning outcomes are accessible, inclusive, and in alignment with students’ own personal learning goals,
that the instruction of linguistic and communicative structures should be integrated with cultural, literary, and multimodal texts and lived experiences, and
that technology implementation should always be in alignment with the course and program learning objectives and learner and instructor goals and be informed by pedagogical research.
By committing to these principles, I motivate students to become active and interculturally competent participants in the language and cultures they are learning. I apply these principles to the courses I teach through carefully scaffolded activities that guide students through the critical processes of experiencing, analyzing, conceptualizing, applying, and reflection.
Peer-Reviewed Pedagogical Materials
Timlin, C. (2019). With Patrick Ploschnitzki. "Limited Impossibilities – Can you have it all if you really want to?" (peer-reviewed lesson plan for beginning/intermediate German). Foreign Languages and the Literary in the Everyday Project. Edited by Carl Blyth, Joanna Luks, & Chantelle Warner.
Timlin (Steinert), C. (2015). With Chantelle Warner. "Taking Inventur" (peer-reviewed lesson plan for beginning/intermediate German). Foreign Languages and the Literary in the Everyday Project. Edited by Carl Blyth, Joanna Luks, & Chantelle Warner.
Timlin (Steinert), C. (2015). With Chantelle Warner. "Self-presentation and contact: Personal ads" (peer-reviewed lesson plan for beginning/intermediate German). Foreign Languages and the Literary in the Everyday Project. (an open educational resource archive). Edited by Carl Blyth, Joanna Luks, & Chantelle Warner.