Lecturer in French and Francophone Studies
607 McClung Tower
Margaret Keneman received her Ph.D. in French and Educational Studies from Emory University in 2013. In addition to teaching 100- and 200-level French language courses (hybrid, online, and face-to-face), she conducts research within the fields of educational and applied linguistics. Her primary areas of inquiry are related to foreign language pedagogy, literacy, and multilingualism. A secondary line of research explores pedagogical practices and learning outcomes in a variety of artistic disciplines including theater, music, dance, and yoga. Margaret is interested in the connections between artistic/embodied forms of (self-)expression, identity, and language learning.
- Ph.D. in French and Educational Studies, Emory University, 2013
- B.A. in French and English, Clemson University, 2006
Margaret was awarded a Teaching Innovation Grant for the academic year 2016-2017 from the Tennessee Teaching and Learning Center.
- 2014-present: Lecturer in French and Francophone Studies, University of Tennessee
- 2013-2014: Visiting Assistant Professor of French, Emory University
- Summer, 2011, 2012, 2013: Program and Teaching Assistant, Emory University French Studies Program in Paris
- 2007-2013: Graduate Teaching Assistant of French, Emory University
- 2006-2007: Teaching Assistant of English, Lycée and Collège Jean Monnet, Strasbourg, France
- French 212 Online Course Design and Delivery, University of Tennessee (Summer 2016)
- Instructor, UTK in Paris Program (Summer 2015)
- Program and Teaching Assistant, Emory University French Program in Paris (Summer 2011, 2012, 2013)
- Français Langue Étrangère (FLE) Teacher Training, Centre de Linguistique Apliquée, Besançon, France. (Summer 2009)
- Keneman, M. (submitted). Redefining the foreign language requirement in higher education by prioritizing symbolic competence as a learning outcome. L2 Journal.
- Keneman, M. (2016). Empowering the collegiate foreign language learner through critical literacies development. Journal of Language and Literacy Education.
- Keneman, M. (2015). Finding a voice in the foreign language classroom: Reading, writing, and performing slam poetry to develop critical literacies. In L. Parkes & C. Ryan (Eds.), Integrating the Arts: Creative Thinking about FL Curriculua and Language Program Direction (pp. 108-130). Boston: Cengage.
- Radell, S., Keneman, M., Adame, D., & Cole, S. (2014). My body and its reflection: A case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Selected recent presentations:
- Keneman, M. (February, 2016). The Price of accuracy: Overemphasizing gender when teaching French grammar in the FL classroom. Paper presented Lavender Languages Conference. American University.
- Keneman, M., Nelson, K., LeMance, R., & Dubreil, S. (November, 2015). Scroll down to refresh: Hybrid courses, technology advancements, and (re)designing the FL Curriculum. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) convention. San Diego, CA.
- Keneman, M. & Abad-Turner, F. (October, 2015). Students and their personal beliefs: The environment at a learning context in the foreign language classroom. Paper presented at the 65th Annual Meeting of the Mountain Interstate Foreign Language Conference (MIFLC). College of Charleston.
- Keneman, M. & Maxim, H. (November, 2013). Le Slam français: A procedural approach to L2 critical literacies development. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) convention. Orlando, FL.