Bertrand Collins Ngong

Bertrand Collins Ngong

19500 Pruneridge, Apt 9107

Cupertino, CA 95014

Email: bertyn87@gmail.com / ngong87@stanford.edu

Phone: +16505090569

March 16, 2026

To The Academy School

Application for French Teacher Position

Dear Sir or Madam,

I am writing to express my strong interest in the position of French teacher at The Academy School. Originally from the French-speaking region of Cameroon, where I spent most of my life, I have native proficiency in standard French. This linguistic competence was further strengthened through my academic studies devoted to the cultures of the Francophone world at the University of Yaoundé I, where I earned a Master’s degree. For me, French is therefore not only a language of everyday communication; it has also become my primary language of intellectual work, the language through which I conduct my research, writing, and critical reflection.

At the same time, I developed a solid background in linguistics and language pedagogy through my training in German Studies. I first obtained a Bachelor’s degree in German linguistics at the University of Yaoundé I, before pursuing two additional years of graduate study in the same field with a specialization in German linguistics. My academic journey later acquired a strong international dimension: I continued my studies at the University of New Mexico, where I earned a Master’s degree in German Studies, and subsequently at Stanford University, where I completed a second Master’s degree in German Literature. This interdisciplinary and international academic trajectory has allowed me to develop a deep understanding of the linguistic, cultural, and literary dynamics that shape language learning, while also refining an intercultural pedagogical approach attentive to the diversity of learners’ backgrounds.

My experience at the Department of Languages, Cultures, and Literatures of the University of New Mexico, where I worked as a Graduate Teaching Assistant, provided me with rigorous training in ACTFL standards for language teaching. There, I taught French and German at multiple levels—elementary, intermediate, and advanced—designing communicative courses aimed at developing students’ speaking, writing, listening, and reading skills in an integrated way.

I further deepened this experience at Stanford University, where I continued teaching German in a highly demanding academic environment. Additional training offered by the Stanford Language Center allowed me to become more systematically familiar with the Oral Proficiency Interview (OPI), ACTFL proficiency guidelines, and the principles of designing language curricula and instructional materials aligned with these standards. This training strengthened my ability to design coherent courses in which learning objectives, classroom activities, and assessment methods are clearly aligned, while emphasizing authentic communicative tasks that foster interaction, spontaneity, and learner autonomy.

Since then, my professional experience in various language schools and educational institutions in the United States, where I currently reside, has allowed me to further refine my pedagogical skills and to deepen my understanding of contemporary language teaching practices, particularly in online learning environments. During this time, I have also developed innovative teaching strategies and tools aimed at making language learning both effective and engaging for students.

As a parent of three young children whose education I actively support, my teaching experience extends beyond adult learners. I currently teach French and German at an international school, where I work with students in the 1st–2nd grades as well as the 6th, 7th, and 8th grades. This experience has allowed me to develop pedagogical skills with younger learners and to become familiar with the IB MYP approach, which emphasizes student-centered learning and inquiry.

From experience, I know how discouraging language classes can be when grammar becomes an end in itself, the instructor speaks more than the learners, and culture disappears behind mechanical exercises. My teaching philosophy developed in opposition to this model. I view language learning as an active process that leads learners toward communicative autonomy. My courses are organized around clear learning objectives and can-do statements that allow students to track their progress. I prioritize engaging, communicative tasks based on real-life situations that encourage interaction and meaning-making, where errors are treated as a natural part of learning.

I also integrate contemporary technologies, including artificial intelligence, to make learning more dynamic. For example, I sometimes transform learning objectives into AI-generated songs in musical styles familiar to students, helping them memorize expressions while improving pronunciation and fluency.

I would be honored to contribute to your school’s teaching community and support students in developing their linguistic and intercultural competencies. Thank you for your consideration.

Sincerely,

Bertrand Collins Ngong