Mark Nelson

EDUCATION

Brigham Young University

M.A. Portuguese 2014

Thesis: Dark Satire as Political Criticism in Dias Gomes’ O Bem-Amado

December 2014

Utah Valley University

B.A. Spanish 2011

Senior Paper: La influencia lingüística de la Gramática Castellana de Nebrija

University of California Riverside

B.A. Political Science 2002

Area of Concentration: International Affairs

Minor: Spanish

Riverside City College

A.A. General Studies 1998

Areas of Concentration: Political Science & Spanish

WORK EXPERIENCE

Utah Valley University

Adjunct Portuguese Instructor August 2018-Present

Teach beginning, intermediate, and advanced Portuguese language, culture, and conversation courses. Develop lessons plans, syllabi, exams, and grading. Involved in the recruitment of prospective students into the Portuguese Program.

Salt Lake Community College

Adjunct Instructor of Portuguese & Spanish 2016-Present

Teach beginning Spanish & Portuguese language and culture classes to college students. Develop syllabus, lessons, projects, administer exams, and prepare grade reports. Serve as faculty advisor to the Portuguese Club.

Coalinga-Huron Unified

High School Spanish Teacher September 2014 - June 2015

Taught beginning Spanish language and Hispanic culture classes to high school students. Developed lessons, projects, administered exams, and prepared grade reports.

Utah Valley University

Adjunct Portuguese Instructor January 2014 – May 2014

Taught beginning and intermediate Portuguese language and conversation courses, developed lessons, exams, and grading

Adjunct Portuguese Instructor January 2011 – Dec 2011

Taught beginning and intermediate Portuguese language courses developed lesson plans, administered written and oral exams

Walden School of Liberal Arts

High School & Middle School Spanish Teacher-Part-time 2013-2014

Taught beginning & intermediate Spanish language courses, developed lesson plans, administered written and oral exams and grading

Brigham Young University

Graduate Student Instructor – Spanish-Accelerated 2013

Taught beginning Spanish language courses, developed lesson plans, administered oral exams and grading

Graduate Student Instructor – Portuguese-Accelerated (For Spanish or other Romance language speakers) 2012-2013

Taught beginning and Intermediate Portuguese language courses for Spanish speakers, developed lessons, grading, and administered oral exams

Graduate Student Instructor - Spanish 2011-2012

Taught beginning Spanish language courses, developed lesson plans, administered oral exams, and grading

University Heights Middle School – Riverside Unified School District

Middle School Spanish & U.S. History Teacher 2007-2009

Taught beginning Spanish language classes as well as 8th grade U.S. History, developed lesson plans, administered oral exams and grading

COLLEGE COURSES TAUGHT

Span 101 Beginning Spanish – Fall 2011, Summer 2013

Span 101-102 Accelerated Beginning Spanish – Fall & Winter 2011-2012

Span 105-106 University Intermediate Spanish – Fall 2013

Span 1010 Beginning Spanish – Spring 2017

Port 105-106 Accelerated Beginning Portuguese – Fall & Winter 2012-2013

Port 1010-1020 Beginning Portuguese – Fall & Spring 2016-2019

Port 2010-202G Intermediate Portuguese – Spring & Fall 2011

Port 352G Advanced Brazilian Culture & Civilization – Spring 2019

Statement of Teaching

After having had much experience in teaching foreign languages and learning about pedagogical theory, I have concluded that the most effective approach to foreign language teaching and learning is through the inductive method. Student involvement is the key to learning especially in a foreign language class. Students need to be actively engaged in conversation and constantly using the target language in more authentic situations. I try to give my students real-life examples in the target language and from the visual and situational scenes have the students determine for themselves what the meaning is. This, I feel, is the more natural approach to language learning and uses everyday communication in learning just as a child learns to speak as a toddler. This is not to say that I do not feel that the deductive method should not be considered or utilized when appropriate. Every student learns in their own unique manner and I am willing to accommodate them in order for them to succeed.

A teacher must be able to engage the students not only with the material, but with technology, media, and humor. The students will respond to varying activities that are interesting and challenging. Culturally authentic material is also key to engaging students and is essential to language and culture teaching. I find it beneficial to utilize realia from literature, films, television, and music to spark student’s interest and teach them simultaneously about the target language and culture. The instructor must also treat college and university students as adults and not make excuses for them when they have not met their obligations academically in the classroom. Students should be held accountable for their own learning and be given the opportunity to be supported and succeed. Courses I have taught or would be able to teach are:

Portuguese Courses

First & Second Year Portuguese (Beginning-Intermediate)

First & Second Year Accelerated Portuguese for Romance Language Speakers (Beginning-Intermediate)

Portuguese Conversation

Upper Division Portuguese Grammar & Composition (Advanced)

Brazilian Culture & Civilization

Business Portuguese

Intro to Luso-Brazilian Literature

Spanish Courses

First & Second Year Spanish (Beginning-Intermediate)

Spanish Conversation

Upper Division Spanish Grammar & Composition (Advanced)

Spanish American Culture & Civilization