Research Discipline/Bio
Marcus Artigliere has served in a variety of roles in the K-12 and higher education contexts. He is currently a full-time, tenured faculty member and Clinical Lecturer at Hunter College as well as a doctoral candidate in TESOL at Teachers College. Prior to these positions, he was a Teacher Team Leader, Instructional Coach, and middle school ENL teacher supporting TESOL K-12 teachers and Multilingual Language Learners across New York City. Marcus’ work has earned multiple awards and grants including the New York City District 20 Teacher of the Year award, a Fulbright-Hays grant to study language and literacy in Mexico and Columbia and the Hunter Presidential Award for Excellence and Teaching. His current research interests include technology, artificial intelligence, human development, and the integration of these areas into second language learning in the K-12 context.
Honors/Awards
Swiss Benevolent Society Merit Scholarship Recipient for Doctoral Studies, 2022, 2023
Faculty Innovation in Teaching with Technology (FITT) Award Recipient, 2022
Hunter College Presidential Award for Excellence in Part-Time Teaching,
Institution-wide award for instruction, Hunter College, 2013
Fulbright-Hays Seminar Abroad Grant,
Beyond the Headlines: Mexico and Colombia, summer 2012
Senator Martin J. Golden, Teacher of the Year Award, 2011
Publications/Exhibitions
Artigliere, M. (2019). The Proficiency, Instructional and Affective Domains of Long-Term English Language Learners. Teaching English as a Second or Foreign Language, 21(1). http://www.tesl-ej.org/wordpress/issues/volume23/ej89/ej89a3/
Artigliere, M. & Baecher, L. (2017). Moving Beyond Sink or Swim: Aligning Training With Classroom Reality in ESL Coteaching. In T. Farrell and T. Stewart (Eds.) TESOL Voices: Preservice Teacher Education. In T. Farrell and T. Stewart (Eds.), Voices from the TESOL Classroom (pp. 43-50). Alexandria, VA: TESOL Press
Baecher, L., Artigliere, M., & Bruno, T. (2017). Leveraging the Demands of edTPA to Foster Language Instruction for English Learners in Content Classrooms. Journal of Educational Research and Practice, 7(1), 9
Artigliere, M. & Baecher, L. (2016). Complexity and hybridity in coaching for English Language Learners: A self-study of role relationships. International Journal of Mentoring and Coaching in Education. 14, (2), 66 – 86
Artigliere, M. (spring 2016). Leveraging Technology in the Classroom: Using Comic Life Software to Support Literacy. Journal of Teacher Action Research.
2 (2), 92 – 98. Retrieved from http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/artigliere91-97.pdf
Artigliere, M. (2014). Materials review: Comic Life. NYS TESOL Journal, 1(1).
**Baecher, L., Artigliere, M., Patterson, D. & Spatzer A. (2012) Differentiated instruction as a “Variation on a Theme”. English Language learners in the middle school. Middle School Journal, 43 (3), 14-21. **Highlighted in the Marshall Memo
Last Updated: Oct 28, 2024