Paul J. Meighan

Paul J. Meighan
McGill University | McGill · Department of Integrated Studies in Education (DISE)

BA European Studies: Spanish Pathway (KCL); PGCE Modern Foreign Languages (KCL); MA TESOL (Trinity Western)

About

9
Publications
1,554
Reads
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40
Citations
Citations since 2016
9 Research Items
40 Citations
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Introduction
Pòl Miadhachàin-Chiblow | Paul Meighan-Chiblow. Gàidheal (Scottish Gael). PhD Graduand and SSHRC Bombardier Scholar, McGill University. AAAL GSA Multilingual Matters Award 2021. TIRF DDG Award 2021. Research: Indigenous language revitalization, decolonizing language education, critical sociolinguistics. Doctoral research explores intersections between Indigenous language revitalization, technology, & traditional ecological knowledge. Website: www.paulmeighan.com Twitter: @PaulJMeighan
Additional affiliations
January 2020 - April 2020
McGill University
Position
  • Instructor
July 2019 - September 2019
Cardiff University
Position
  • Instructor
January 2017 - present
The TEFL Academy
Position
  • TESOL teacher trainer and assessor
Education
May 2017 - May 2019
Trinity Western University
Field of study
  • Teaching English as a Second Language (TESOL)
September 2008 - June 2009
King's College London
Field of study
  • Modern Foreign Languages (Spanish with French)
September 2002 - June 2006
King's College London
Field of study
  • European Studies (Spanish Pathway)

Publications

Publications (9)
Article
Full-text available
There is a need to decolonize English in order to reframe our relationships with fellow beings and our environment. English can frame water or oil as infinite, uncountable nouns , a tree as an inanimate, unconscious being, traditional and respected territories as wasteland, and animals as wildlife. With the current climate crisis, we know that thes...
Article
Full-text available
This collaborative opinion piece, written from the authors’ personal perspectives (Anishinaabe and Gàidheal) on Anishinaabemowin (Ojibwe language) and Gàidhlig (Scottish Gaelic language), discusses the importance of maintaining and revitalizing Indigenous languages, particularly in these times of climate and humanitarian crises. The authors will gi...
Article
Full-text available
Due to colonization and imperialism, Indigenous languages continue to be threatened and endangered. Resources to learn Indigenous languages are often severely limited, such as a lack of trained or proficient teachers. Materials which follow external standards or Western pedagogies may not meet the needs of the local community. One common goal for I...
Article
Full-text available
Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented in translanguaging or plurilingual classrooms predominantly reflect the knowledge and belief systems of dominant, nation-state, "official", and/or colonial languages...
Article
Full-text available
Indigenous communities worldwide face threats to their linguistic and epistemic heritage with the unabated spread of dominant colonial languages and global monocultures, such as English and the neoliberal, imperialistic worldview. There is considerable strain on the relatively few Elders and speakers of Indigenous languages to maintain cultures and...
Chapter
Full-text available
The mainstream English as a second/foreign language (ESL/EFL) classroom can silence a rich tapestry of voices and identities through an imposition, either forced or covert, of a monolingual and monocultural learning environment. This pedagogy-oriented chapter will conceptualize how the “past”, “present”, and “future” aspects of a learner can be mor...
Article
Full-text available
In this brief article, I propose the potential of transepistemic language education in increasingly globalised contexts to enable more equitable and culturally vitalizing English language teaching (ELT). Tranepistemic language education is a way of learning, teaching, knowing, and being which enables respectful and non-hierarchical knowledge co-cre...
Article
English is an international language and has considerable power in many socio-political and socioeconomic spheres. Some argue that the spread of English is a natural phenomenon and a unifying factor in a globalized economy (Crystal 2003). English use has also spread into the digital, online world as the preferred medium to facilitate intercultural...
Article
Full-text available
This short personal and critical educator perspective on a current issue in TESOL discusses why the “past”, heritage languages (i.e., languages other than the dominant standard, English), and the “future”, technology, should be fully embraced and validated in the present-day monolingual ESL/EFL classroom. First, an explanation of what a heritage la...

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Projects

Projects (2)
Project
The PluriDigit project, funded by SSHRC, addresses the digital and pedagogical challenges posed by the current COVID19 pandemic. Because the transition from face-to-face to online instruction had to be done abruptly, many teachers received little or no training to teach their classes. Online teaching has exacerbated the challenges of providing relevant pedagogy to develop speaking skills in a new language, especially among adult learners who often have linguistic insecurity. We have established a partnership with Abraço Cultural, a NGO in São Paulo, Brazil, the second country most affected by COVID19 after the US. Abraço Cultural offers instruction in four languages (English, French, Arabic and Spanish) and through the project we are 1) equipping language teachers with relevant plurilingual pedagogy and digital tools for improving language learners' speaking skills; 2) assessing the effectiveness of PluriDigit on students' speaking skills and plurilingual competence. We are offering teacher education through workshops via Zoom, video tutorials on YouTube, and researcher-teacher collaborative task design hosted on VoiceThread, a platform that provides learners with ample speaking practice. We are also employing a concurrent mixed methods design and collecting data of pre- and post- pedagogical intervention with a scale and speaking tasks, classroom observations via Zoom, and learners' VoiceThread posts. The research team is working collaboratively to implement pedagogical change and examine its effects on learners' language skills.