2026SCOLT Teacher of the Year Interview

2026 SCOLT TEACHER OF THE YEAR

Cécile Lainé TENNESSEE WORLD LANGUAGE TEACHING ASSOCIATION

Tell us a bit about your background as a World Language teacher. For example, how many years have you taught, which language(s) and levels, and what is your educational background?

I have always wanted to be a language teacher. Growing up, I thought I would either become a French teacher in Germany or a German teacher in France. My path took an unexpected detour, however. I graduated with a business degree from the Paris Graduate School of Management and began a career with Procter & Gamble, first in London, England, and later in Cincinnati, Ohio.

After 10 years in the corporate world, I finally made the leap into public education. I have never looked back. Being in the classroom with students is my calling. For the past 17 years, I have taught all levels of French, from Kindergarten through AP, in a variety of educational settings. Today, I work at an all-girls school in Nashville, Tennessee, as a middle school French teacher and department chair. As a feminist and the mother of two daughters, I have especially enjoyed fostering my students’ self-confidence and challenging them to become the best versions of themselves.

What is the most rewarding part of your job as a World Language teacher?

There are so many rewarding aspects to teaching World Languages, but one of the greatest joys for me is having the opportunity to teach students over several years of their language journey. As World Language teachers, we get to witness our students grow and flourish not only as language learners, but also as people.

Specifically, as a Middle School teacher, dealing with novice learners, I get to inspire and plant seeds every single day.

In your opinion, what is the most challenging aspect of being a World Language teacher today?

One of the most challenging aspects of being a World Language teacher today is advocating for the value of language learning in a time when it is often treated as optional rather than essential. I recognize and acknowledge the privilege of working at an independent school where studying a world language and its associated cultures is deeply valued and respected, and where I have the freedom to deliver instruction in ways that affirm all students.

The benefits of learning another language and developing intercultural competence are vital to our society. Language study helps students build empathy, curiosity, adaptability, and the ability to engage thoughtfully with people whose experiences may differ from their own. I only wish more decision makers fully understood the long-term educational and human value of that work, and I am working every day to advocate for World Language education beyond my own school community.

What advice would you give to new people coming into the World Language teaching profession?

Your students are the curriculum. Get to know them as people first. One of my favorite things to do at the very beginning of the school year is ask students to write me a private note explaining what it will take for them to trust me. Then I work really hard to honor what they told me.

How do you motivate students to learn language?

Ah, the one-million-dollar question. Because I have worked in such a wide variety of schools and settings, I know there is no single recipe for motivating students. How do you motivate a student who is chronically absent or carrying challenges far beyond the classroom?

I try to take a humble approach. In general, providing students with choices and plenty of opportunities to be successful can go a long way in terms of boosting their motivation. I have also learned (the hard way) that sometimes being willing to loosen my grip on language acquisition “best practices” in order to build trust with students can ultimately have a greater long-term impact.

Is there anything else you would like to add?

Though I am genuinely honored to have been named the 2026 SCOLT Teacher of the Year, I want to emphasize that this recognition does not make me a “perfect” teacher or an expert in every context.

I know that what works for my students in an independent school setting would not necessarily have worked in my previous public school settings, and vice versa.

I see myself as a dedicated practitioner who believes in continual (un)learning in community, both with my students and with my peers.

A note from Cécile: These responses are my own and have been lightly edited for clarity using ChatGPT as a writing support tool.