Before taking on her new role as Vice-Provost, Academic Affairs in September 2018 and Associate Vice-President in July 2016, Aline was the Director of the Centre for University Teaching (CPU) at TLSS from 2001 to 2006. She also had led the Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL) at the Official Languages and Bilingualism Institute (OLBI) from 2009 to 2011.
More recently, she has held several positions at Middlebury College in Vermont, as Director of the French School and Associate Dean of the Language Schools, and Associate Vice-President of Language Schools and Graduate Programs. In addition, from 2011 to 2016, she was part of the executive team of Middlebury Interactive Languages (MIL), a joint venture co-founded by Middlebury College and K12 Corporation Inc. to develop online language education and professional development.
In 2005, Aline Germain-Rutherford received the 3M National Award for Excellence in Teaching and Educational Leadership in Higher Education. She holds a doctorate in Didactologie et Didactique of Second Languages and Cultures from the Sorbonne Nouvelle (Paris III). She is the author of numerous publications in language education and its intercultural dimension, in applied phonetics and the integration of speech technology in language education. She also led several national and international research initiatives in pedagogy for higher education and on the development of online environments inclusive of all cultural diversities. She has been a keynote speaker and a visiting professor in Africa, North America, Asia, Europe and the Middle East.
Aline Germain-Rutherford, in her role of Associate Vice-Provost, will continue her research work on technology integration in language teaching and learning with a team funded by the European Center for Languages (ECML). She is also co-researcher for LINCDIRE (LINguistic and Cultural DIversity REinvented), an international project which develops a learner-centred plurilingual/pluricultural pedagogical framework fusing Western and Aboriginal pedagogical approaches in language education.
Finally, she is expert consultant for curriculum development in the project “Linking Learning and Belonging: A Collaborative Approach to Narrowing the Achievement Gap for High-Risk New Arrival Immigrant Teens” funded by a US National Leadership Grants for Libraries and led by the Hartford Public Library, Connecticut.