Gail Prasad
Biographic Data
| ID | 3889905 |
|---|---|
| NAME | Gail Prasad |
| GIVEN NAMES | Gail |
| FAMILY NAME | Prasad |
| SIGNATURE | PRASAD G |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-5540-1405 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Research-creation in language teaching and learning in a post-multilingual era
La recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue
Altera lingua ou la construction sociale de l’altérité linguistique
rflexions sur l'ide d'une altrit linguistique sens unique Mariama Bayo Khalli : La langue des parents d'lves migrants et immigrs : entre exclusion et inclusion pour une coducation plurilingue russie Mohamed Hattab : Pratiques altro-rflexives des futurs enseignants de FLE par rapport leurs expriences alterlinguistiques Massinissa Garaoun : Principes et fonctions du hawss, cryptolecte des minorits de genre et de sexualit du nord-Ouest marocain Laur…
Altera lingua or the social construction of linguistic otherness
“Speech, mine with the other's, through our categories of thought, speaks of us and our social places.” (Moïse, 2009: online) This introduction marks the arrival at port of a trunk full of scientific articles and border stamps, a trace of the authors' different institutional affiliations or their fields of study (Algeria, Belgium, Canada, hexagonal France, La Réunion, Morocco). On closer examination, we could also declare the articles in this iss…
Be(com)ing multilingual listeners
Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. The teaching force, by contrast, has remained predominantly White and Anglophone with little experience learning additional languages (Athanases & Wong, Citation2018; Deroo & Ponzio, Citation2023; Pettit, Citation2011). When teachers themselves have limited experience with linguistic diversity, how can teacher educators r…
Reimagining Bilingual Education
This article explores the possibilities of a linguistically expansive orientation to two-way immersion (TWI), a bilingual model that has traditionally adopted a “double monolingual” approach to bilingual learning/ers. To illustrate an expansive perspective, we present two case studies undertaken at the same bilingual school that explored strategies for fostering more flexible understandings of students’ linguistic repertoires. Findings from case …
‘How does it look and feel to be plurilingual?’
Linguistic diversity has become a defining feature of schools in the twenty-first century. How do children make sense of such diversity and their own linguistic identities? This article draws on data generated through a multi-site inquiry with five English and French schools in Canada and France to investigate children's plurilingualism. According to educational policy and curriculum in each context, all of the children involved in this study wer…
Linguistic and Cultural Collaboration in Schools
This article extends the work of culturally sustaining pedagogy by moving towards the conceptualization of linguistic and cultural collaboration (LCC) in classrooms through reconciliation of majoritarian and minoritized language users. Whereas attention in mainstream educational research has been given to students’ cultures, this article underscores that explicit attention to diverse languages and language varieties is essential to reconfiguratio…
But do monolingual people really exist?’ Analysing elementary students’ contrasting representations of plurilingualism through sequential reflexive drawing
This article draws on data generated through a multi-site collaborative inquiry with students across five English and French schools in Canada and France to investigate children’s social representations of plurilingualism. Children were asked to draw a sequence of reflexive drawings of a monolingual, a bilingual and a plurilingual individual, as well as themselves. Drawing on theories of social representations of language and plurilingualism, the…
Making Adolescents’ Diverse Communicative Repertoires Visible
This article reflects on an on-going initiative to integrate collaborative, creative, and critical language awareness inquiry across a dual certification teacher preparation Masters program for secondary pre-service teachers in Wisconsin, USA. This teacher-as-researcher programmatic design seeks to expand teacher candidates' critical multilingual language awareness and creative literacy practices in preparation for teaching in culturally and ling…
Beyond the mirror towards a plurilingual prism
In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study in four English and French schools in Toronto, Canada and one school in Montpellier, France that enga…
Imaginings”
The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language ( ESL ) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond bas…
Linguistic and Cultural Collaboration in Schools
This article extends the work of culturally sustaining pedagogy by moving towards the conceptualization of linguistic and cultural collaboration (LCC) in classrooms through reconciliation of majoritarian and minoritized language users. Whereas attention in mainstream educational research has been given to students’ cultures, this article underscores that explicit attention to diverse languages and language varieties is essential to reconfiguratio…
Beyond the mirror towards a plurilingual prism
In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study in four English and French schools in Toronto, Canada and one school in Montpellier, France that enga…
But do monolingual people really exist?’ Analysing elementary students’ contrasting representations of plurilingualism through sequential reflexive drawing
This article draws on data generated through a multi-site collaborative inquiry with students across five English and French schools in Canada and France to investigate children’s social representations of plurilingualism. Children were asked to draw a sequence of reflexive drawings of a monolingual, a bilingual and a plurilingual individual, as well as themselves. Drawing on theories of social representations of language and plurilingualism, the…
Making Adolescents’ Diverse Communicative Repertoires Visible
This article reflects on an on-going initiative to integrate collaborative, creative, and critical language awareness inquiry across a dual certification teacher preparation Masters program for secondary pre-service teachers in Wisconsin, USA. This teacher-as-researcher programmatic design seeks to expand teacher candidates' critical multilingual language awareness and creative literacy practices in preparation for teaching in culturally and ling…
Imaginings”
The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language ( ESL ) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond bas…
Beyond the mirror towards a plurilingual prism
In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study in four English and French schools in Toronto, Canada and one school in Montpellier, France that enga…
Imaginings”
The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language ( ESL ) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond bas…
But do monolingual people really exist?’ Analysing elementary students’ contrasting representations of plurilingualism through sequential reflexive drawing
This article draws on data generated through a multi-site collaborative inquiry with students across five English and French schools in Canada and France to investigate children’s social representations of plurilingualism. Children were asked to draw a sequence of reflexive drawings of a monolingual, a bilingual and a plurilingual individual, as well as themselves. Drawing on theories of social representations of language and plurilingualism, the…
Making Adolescents’ Diverse Communicative Repertoires Visible
This article reflects on an on-going initiative to integrate collaborative, creative, and critical language awareness inquiry across a dual certification teacher preparation Masters program for secondary pre-service teachers in Wisconsin, USA. This teacher-as-researcher programmatic design seeks to expand teacher candidates' critical multilingual language awareness and creative literacy practices in preparation for teaching in culturally and ling…
‘How does it look and feel to be plurilingual?’
Linguistic diversity has become a defining feature of schools in the twenty-first century. How do children make sense of such diversity and their own linguistic identities? This article draws on data generated through a multi-site inquiry with five English and French schools in Canada and France to investigate children's plurilingualism. According to educational policy and curriculum in each context, all of the children involved in this study wer…
Linguistic and Cultural Collaboration in Schools
This article extends the work of culturally sustaining pedagogy by moving towards the conceptualization of linguistic and cultural collaboration (LCC) in classrooms through reconciliation of majoritarian and minoritized language users. Whereas attention in mainstream educational research has been given to students’ cultures, this article underscores that explicit attention to diverse languages and language varieties is essential to reconfiguratio…
Reimagining Bilingual Education
This article explores the possibilities of a linguistically expansive orientation to two-way immersion (TWI), a bilingual model that has traditionally adopted a “double monolingual” approach to bilingual learning/ers. To illustrate an expansive perspective, we present two case studies undertaken at the same bilingual school that explored strategies for fostering more flexible understandings of students’ linguistic repertoires. Findings from case …
Altera lingua ou la construction sociale de l’altérité linguistique
rflexions sur l'ide d'une altrit linguistique sens unique Mariama Bayo Khalli : La langue des parents d'lves migrants et immigrs : entre exclusion et inclusion pour une coducation plurilingue russie Mohamed Hattab : Pratiques altro-rflexives des futurs enseignants de FLE par rapport leurs expriences alterlinguistiques Massinissa Garaoun : Principes et fonctions du hawss, cryptolecte des minorits de genre et de sexualit du nord-Ouest marocain Laur…
Altera lingua or the social construction of linguistic otherness
“Speech, mine with the other's, through our categories of thought, speaks of us and our social places.” (Moïse, 2009: online) This introduction marks the arrival at port of a trunk full of scientific articles and border stamps, a trace of the authors' different institutional affiliations or their fields of study (Algeria, Belgium, Canada, hexagonal France, La Réunion, Morocco). On closer examination, we could also declare the articles in this iss…
Be(com)ing multilingual listeners
Classrooms across the United States today often include students from multiple different cultural and linguistic backgrounds. The teaching force, by contrast, has remained predominantly White and Anglophone with little experience learning additional languages (Athanases & Wong, Citation2018; Deroo & Ponzio, Citation2023; Pettit, Citation2011). When teachers themselves have limited experience with linguistic diversity, how can teacher educators r…
Research-creation in language teaching and learning in a post-multilingual era
La recherche-création dans l’enseignement et l’apprentissage des langues à l’ère post-multilingue
Sociology (9 works) · Pedagogy (8 works) · Linguistics (7 works) · Multilingual Education and Policy (7 works) · Multilingualism (7 works) · EFL/ESL Teaching and Learning (6 works) · Psychology (6 works) · Second Language Learning and Teaching (6 works) · Political science (4 works) · Literacy, Media, and Education (3 works)