You're kindly invited to our next virtual Plurilingual Lab Speaker Series event:
Critical Teacher Education for Equitable Learning in Multilingual Classrooms: A Possible Way Forward
This is a panel presentation with the co-editors and and contributing authors of the (with the same title) published at the International Multilingual Research Journal in June 2024. The panel presentation will include the following papers:
Introduction of the Special Issue
Laxmi Prasad Ojha, Jennifer Burton (& Peter De Costa)
Laxmi Prasad Ojha is a PhD candidate in Curriculum, Instruction and Teacher Education specializing in language and literacy education at Michigan State University, USA. Laxmi researches on the issues of language, literacy, and teacher education in transnational and multilingual contexts.
Jennifer Burton is an Assistant Professor in the Department of Education at Concordia University. Drawing on nearly two decades of language teaching experience locally and globally, in diverse contexts, Jennifer’s research examines how language classrooms might become more inclusive of learners' multiple cultural, linguistic, and affective ways of knowing.
Paper 1: Translanguaging for critical multilingual language awareness: Preparing teacher candidates to support multilingual learners in classrooms
Jennifer Burton, Shakina Rajendram (& Wales Wong)
Shakina Rajendram is an Assistant Professor and the Coordinator of the Language and Literacies Education program at the Ontario Institute for Studies in Education, University of Toronto. Her research focuses on the intersection of multilingualism and teacher education, with an emphasis on preparing teachers to support multilingual learners through critical translanguaging and multiliteracies pedagogies.
Paper 2: “The best way to get to know a student is to know their community”: fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks
LucĂa Cárdenas Curiel (Laxmi Prasad Ojha, Luqing Zang & Meiheng Chen)
LucĂa Cárdenas Curiel is an Assistant Professor of Bilingual/Multilingual Education at Michigan State University. She examines bi/multilingual learners' bi/multilingualism, biliteracy development, and multiliteracies practices to promote a just education. Dr. Cárdenas Curiel received the 2018 National Association of Bilingual Education Dissertation Award and the Arthur Applebee Award for Excellence in Research in 2020.
Paper 3: The fall of bilingualism: Teacher candidates’ voices on the implementation of critical plurilingualism in English language teaching
Angelica Galante (& John Wayne N. dela Cruz)
Angelica Galante is an Associate Professor and William Dawson Scholar at Â鶹AV. Her research interests include plurilingual education, language pedagogy, linguistic discrimination and justice, and teacher education. Dr. Galante has received several awards for research excellence, including the 2024 Â鶹AV’s President Prize and the 2019 Pat Clifford Award by EdCan Network.
Paper 4: Paper Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development
DarĂo Luis Banegas (Michael Budzenski & Fang Yang)
DarĂo Luis Banegas is Senior Lecturer at the University of Edinburgh. He leads a master's course on second language teaching curriculum. Dario is also the Director of Postgraduate Research at the School of Education.
Paper 5: Development of linguistic critical consciousness of multilingual preservice teachers of color
Laura Mahalingappa
Laura Mahalingappa is an Associate Professor in Applied Linguistics and Language Education in the College of Education at the University of Maryland. Her research and teaching focuses on teacher education and critical pedagogies for the education of linguistically and culturally marginalized learners in PK-12 and post-secondary educational contexts.
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When: October 31, 2024 (Thursday)
Time: 12:00pm-1:30pm (EST, Montreal)
Mode of delivery: synchronous via Zoom
Registration required. Please click .
This is a public event and all are welcome. This Speaker Series is sponsored by Concordia University's , and co-organized by the Research Group and Â鶹AV's Department of Integrated Studies in Education (DISE).
A recording will be made available on the .
