Examining the Teaching of Critical Multilingual Language Awareness for All Students

The purpose of this project is to analyze data collected over a 4-year period as part of a funded Research-Practice Partnership between the University of Wisconsin-Madison and a local public school district. The data was collected across two elementary schools to explore the teaching of Critical Multilingual Language Awareness (CMLA) in mainstream and bilingual elementary classrooms. The analysis of this data provides a strong foundation for Dr. Gail Prasad’s new work to extend this research about language and literacy practices in multilingual school contexts from the United States to develop a contextual understanding of Ontario schools. After analyzing the data, we will write an academic article will be prepared to disseminate findings. This project will build an empirical base demonstrating how multilingual environments, such as classrooms in 21st century schools, may benefit both ‘monolingual’ and ‘bi/multilingual’ – plurilingual children and better prepare them to work and live together in multilingual communities.

Faculty Supervisor:

Gail Prasad

Student:

Partner:

University of Wisconsin-Madison

Discipline:

Sociology

Sector:

Education

University:

York University

Program: