Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-22T01:04:11.230Z Has data issue: false hasContentIssue false

32 - From Language Biography to a Research Life’s Journey

Published online by Cambridge University Press:  02 June 2022

Gail Prasad
Affiliation:
York University, Toronto
Nathalie Auger
Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman
Affiliation:
University of Toronto
Get access

Summary

Kelleen Toohey went to school on the Canadian prairies with Ukrainian-Canadian and Cree classmates. Strongly influenced by the civil rights movement, she continued to document diverse cultural practices to give students “voice.” Using video cameras, tripods, storyboards, and video editing software, she continues to enhance enaction in classrooms, including both human and non-human actors.

Type
Chapter
Information
Multilingualism and Education
Researchers' Pathways and Perspectives
, pp. 264 - 271
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Cook, V. J. (2007). Multicompetence: Black hole or wormhole for SLA research? In Han, Z.-H., ed., Understanding Second Language Process. Clevedon: Multilingual Matters, pp. 1626.Google Scholar
Council of Europe (2001). A Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. (2nd ed.). Los Angeles: California Association for Bilingual Education.Google Scholar
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics 10(2), 221240.Google Scholar
Cummins, J. (2020, May). Reversing underachievement among multilingual students: Whole school instructional strategies for identity affirmation and academic success. Plenary presented at the New Perspectives on Language Education Joint Symposium, online.Google Scholar
Dunton, A. Davidson, Laurendeau, A. and Gagnon, J.-L. (1967). Royal Commission on Bilingualism and Biculturalism. (Vol I). The Official languages. Ottawa: Privy Council.Google Scholar
García, O. (this volume). A sociolinguistic biography and understandings of bilingualism. In Prasad, G., Auger, N. and Le Pichon-Vorstman, E., eds., Multilingualism and Education: Key Concepts and Practices in Education. Cambridge: Cambridge University Press.Google Scholar
Jørgensen, J. N. (2010). Languaging: Nine years of poly-lingual development of young Turkish-Danish grade school students. (Vol. I-II). Københavnerstudier i tosprogethed, Køge 15-16 [Copenhagen Studies in Bilingualism, the Køge Series, K15–K16].Google Scholar
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. (1st ed.). Oxford: Pergamon Press.Google Scholar
Little, D. and Taylor, S. K. (2013). Introduction: Implementing the Common European Framework of Reference for Languages and the European Language Portfolio: Lessons for future research/Introduction : Tirer des leçons des recherches empiriques sur la mise en œuvre du Cadre européen commun de référence pour les langues et du Portfolio européen des langues pour les recherches futures. Canadian Modern Language Review/La Revue canadienne des langues vivantes. 69(4), 16.Google Scholar
Loewen, S. (2014). Chapter 9: Contexts of instructed second language acquisition. In Introduction to Instructed Second Language Acquisition. New York: Routledge/Taylor & Francis, pp. 143162.Google Scholar
Menken, K. and Sánchez, M. T. (2019). Translanguaging in English‐Only schools: From pedagogy to stance in the disruption of monolingual policies and practices. TESOL Quarterly 53(3), 741767.Google Scholar
Mohanty, A. K. (2018). The Multilingual Reality: Living with Languages. Bristol: Multilingual Matters.Google Scholar
Moore, E., Bradley, J. and Simpson, J. (2020). Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities. Clevedon: Multilingual Matters.Google Scholar
Schierup, C.-U. (1993). På kulturens slagmark: Mindretal og størretal taler om Danmark [On the battlefields of culture: Minorities and majorities talk about Denmark]. Esbjerg: Sydjysk Universitetsforlag [University of Southern Jutland Press].Google Scholar
Scott, Virginia M. (2016). Multi-competence and language teaching. In Cook, V. and Wei, L., eds., The Cambridge Handbook of Linguistic Multi-Competence. Cambridge: Cambridge University Press, pp. 445460.CrossRefGoogle Scholar
Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education - or Worldwide Diversity and Human Rights? London: Lawrence Erlbaum Associates.Google Scholar
Taylor, S. (1992). Victor: A case study of a Cantonese child in early French immersion. Canadian Modern Language Review 48(4), 736759.Google Scholar
Taylor, S. K. (2009). Right pedagogy, wrong language and caring in times of fear: Issues in the schooling of ethnic Kurdish children in Denmark. The International Journal of Bilingual Education and Bilingualism 12(3), 291307.Google Scholar
Taylor, S. K. (2014). From ‘monolingual’ multilingual classrooms to ‘multilingual’ multilingual classrooms: Managing cultural and linguistic diversity in the Nepali educational system. In Little, D., Leung, C. and Van Avermaet, P., eds., Managing Diversity in Education: Key Issues and Some Responses. Clevedon: Multilingual Matters, pp. 259274.Google Scholar
Taylor, S. K. (2015). Conformists & mavericks: Plurilingual pedagogy in secondary French immersion content-based instruction. Intercultural Education 26(6), 515529.Google Scholar
Taylor, S. K. (2016). Sproglige og kulturelle vidensfonde i klasseværelset [Linguistic & cultural “funds of knowledge” in worlds-in-a-classroom]. Sprogforum [Journal of Language & Culture Pedagogy] 62, 3744.Google Scholar
Taylor, S. K. (2019). Multilingualism. In Schmitt, N. & Rodgers, M. P. H., eds., An Introduction to Applied Linguistics, 3rd ed. London and New York: Routledge/Taylor & Francis, pp. 205220.Google Scholar
Taylor, S. K., Faez, F. and Despagne, C. (2018). Critical language awareness. In Liontas, John I., Editor in Chief (Project Editor: Margo DelliCarpini; Vol. Ed.: Shahid Abrar-ul-Hassan), The TESOL Encyclopedia of English Language Teaching: Teaching Speaking and Pronunciation in TESOL, Hoboken, NJ: John Wiley & Sons, pp. 7386.Google Scholar
Taylor, S. K. and Cutler, C. (2016). Introduction: Showcasing the translingual FL/SL: Strategies, practices & beliefs. Canadian Modern Language Review/Revue canadienne des langues modernes 72(4), 389404.CrossRefGoogle Scholar
Taylor, S. K. and Mohanty, A. K. (2021). Chapter 18: A multi-perspective tour of best practices: Challenges to implementing best practices in complex plurilingual contexts: The case of South Asia. In Piccardo, E., Germain-Rutherford, A. and Lawrence, G., eds., The Routledge Handbook of Plurilingual Language Education. New York: Routledge, pp. 385–393Google Scholar
Taylor, S. K. and Skutnabb-Kangas, T. (2009). The educational language rights of Kurdish children in Turkey, Denmark and Kurdistan (Iraq). In Ayers, W., Quinn, T. and Stovall, D., eds., Handbook for Social Justice in Education. In Section 3, Race and ethnicity and seeking social justice in education Mahwah, NJ: Lawrence Erlbaum, pp. 171190.Google Scholar
Taylor, S. K. and Snoddon, K. (2013). Plurilingualism in TESOL: Promising controversies. TESOL Quarterly, 47(3), 439-445.Google Scholar
Wong Fillmore, L. (1991). Second-language learning in children: A model of language learning in social context. In Bialystok, E., ed., Language Processing in Bilingual Children. Cambridge: Cambridge University Press, pp. 4969.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×