After earning a B.A. in English Language, Literature, and Culture from Université Paris 12, I began a Master’s degree in Anglophone studies with a focus on cultural studies at the same institution. After completing the first year and defending my thesis, I worked as a Foreign Language Teaching Assistant (FLTA) at Wesleyan University through an exchange program. There, I taught French to elementary and intermediate students, which sparked my interest and passion for teaching French as a foreign language.
This led me to pursue further education in the U.S., where I completed a Master’s degree in French studies with a concentration in French Linguistics and Second Language Acquisition and Teaching at the University of Arizona. While at U of Arizona, I became particularly interested in learners’ experiences in the L2 classroom, focusing on individual differences and students’ perceptions of assessment.
I joined the SLA doctoral program at UW in Fall 2021. My research examines language teachers’ beliefs about learning and teaching, and how these beliefs shape instructional practices and professional growth. My dissertation draws on a socio-cognitive framework to explore U.S. collegiate instructors’ self-efficacy beliefs and goal-setting practices in second language writing instruction in languages other than English (LOTE) contexts.