Josh Prada
Datos Biográficos
| ID | 3530886 |
|---|---|
| NOMBRE | Josh Prada |
| NOMBRES | Josh |
| APELLIDO | Prada |
| FIRMA | PRADA J |
| AFILIACIONES | University of Groningen |
| ORCID | 0000-0002-4783-8623 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 35 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Pre-service teachers’ cognitions of multilingualism in education in Europe, Australia and New Zealand
This scoping review examines pre-service teachers’ (PSTs) cognitions of multilingualism in Europe and Australia/New Zealand – two regions characterised by high linguistic diversity but rarely compared. Following PRISMA guidelines, 1277 records were screened and 55 studies were included. Findings indicate that while PSTs generally express moderately positive orientations towards multilingualism and often identify as multilingual themselves, their …
A translanguager's take on a synergy‐driven SLA/T
As (trans-)languagers, we actively engage in meaning making as we orchestrate linguistic, semiotic, embodied, and other resources. We are active agents as meaning flows from, through, and toward us, operating in context, drawing upon whatever affordances are available to us—which, by definition, are neither static nor stable. As (trans-)languagers, we are socialized into how to language “appropriately” so that we do not raise any eyebrows. We are…
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Global perspectives on heritage language education and emotion
Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the fear of myths and stereotypes that have, unt…
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Sensescapes in multilingual environments
Sensescapes refer to the complex multimodal and semiotic assemblages that confer meaning to space as experienced by individuals and groups. The study of sensescapes seeks to understand the nature of these assemblages, how they shape meaning, and with them, individual and collective experiences. This article unpacks sensescapes as an expansive lens to meaning in space, underscoring its potential to investigate the nexus between language and cultur…
The critical awakening of a pre-service teacher in a Spanish graduate program
This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguisti…
Approaching Composition as Showing-Telling through Translanguaging
Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one…
Heritage Language Anxiety in Two Spanish Language Classroom Environments
While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon’s early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two d…
Redefining Spanish teaching and learning in the United States
This article describes a pedagogical initiative that identifies opportunities for increased efficiency and functionality in the teaching and learning of Spanish in the context of the United States. At the core of this initiative is the reformulation of curricular and programmatic approaches in terms of current social, cultural, and linguistic practices. More specifically, it combines and builds on insights from current theoretical and practical d…
Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture
This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within …
Redefining Spanish teaching and learning in the United States
This article describes a pedagogical initiative that identifies opportunities for increased efficiency and functionality in the teaching and learning of Spanish in the context of the United States. At the core of this initiative is the reformulation of curricular and programmatic approaches in terms of current social, cultural, and linguistic practices. More specifically, it combines and builds on insights from current theoretical and practical d…
Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture
This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within …
Approaching Composition as Showing-Telling through Translanguaging
Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one…
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Effects of Community Service-Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture
This study examined the effects of participation in a community service-learning experience on Spanish heritage language learners' attitudes toward their heritage language and culture. Quantitative and qualitative data from heritage language learners demonstrated that engagement in community service-learning activities as part of the Spanish heritage language program afforded students transformative experiences that enhanced the work done within …
Redefining Spanish teaching and learning in the United States
This article describes a pedagogical initiative that identifies opportunities for increased efficiency and functionality in the teaching and learning of Spanish in the context of the United States. At the core of this initiative is the reformulation of curricular and programmatic approaches in terms of current social, cultural, and linguistic practices. More specifically, it combines and builds on insights from current theoretical and practical d…
Heritage Language Anxiety in Two Spanish Language Classroom Environments
While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon’s early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two d…
Approaching Composition as Showing-Telling through Translanguaging
Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one…
The critical awakening of a pre-service teacher in a Spanish graduate program
This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguisti…
Global perspectives on heritage language education and emotion
Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the fear of myths and stereotypes that have, unt…
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Sensescapes in multilingual environments
Sensescapes refer to the complex multimodal and semiotic assemblages that confer meaning to space as experienced by individuals and groups. The study of sensescapes seeks to understand the nature of these assemblages, how they shape meaning, and with them, individual and collective experiences. This article unpacks sensescapes as an expansive lens to meaning in space, underscoring its potential to investigate the nexus between language and cultur…
A translanguager's take on a synergy‐driven SLA/T
As (trans-)languagers, we actively engage in meaning making as we orchestrate linguistic, semiotic, embodied, and other resources. We are active agents as meaning flows from, through, and toward us, operating in context, drawing upon whatever affordances are available to us—which, by definition, are neither static nor stable. As (trans-)languagers, we are socialized into how to language “appropriately” so that we do not raise any eyebrows. We are…
Teachers as the nexus of theory and practice with multilingual learners
In the U.S., the growing population of multilingual learners of English requires that general education teachers develop specialized knowledge and practices to educate these students. However, research on developing rich and equity-minded practices among non-specialist teachers working with multilingual learners remains relatively limited. Even less is understood about how professional learning approaches can assist general education teachers in …
Pre-service teachers’ cognitions of multilingualism in education in Europe, Australia and New Zealand
This scoping review examines pre-service teachers’ (PSTs) cognitions of multilingualism in Europe and Australia/New Zealand – two regions characterised by high linguistic diversity but rarely compared. Following PRISMA guidelines, 1277 records were screened and 55 studies were included. Findings indicate that while PSTs generally express moderately positive orientations towards multilingualism and often identify as multilingual themselves, their …
Multilingual Education and Policy (10 obras) · Second Language Learning and Teaching (9 obras) · Pedagogy (8 obras) · EFL/ESL Teaching and Learning (7 obras) · Psychology (7 obras) · Sociology (7 obras) · Linguistics (6 obras) · Computer Science (5 obras) · Heritage language (4 obras) · Mathematics education (4 obras)