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Martin Guardado

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Martin Guardado
Born1962 (age 61–62)
El Salvador
Known forHeritage language socialization
Academic background
Alma materUniversity of British Columbia
Doctoral advisorPatricia Duff
Academic work
Sub-discipline
Institutions
WebsiteGuardado on the website of the University of Alberta

Martin Guardado (born 1962) is a Salvadorian-born Canadian sociolinguist. He is currently a professor of applied linguistics at the University of Alberta. His research focuses on heritage language socialization and teaching English as a second language. He is noted for his work on heritage language socialization and for recommending that heritage languages need to be studied multidimensionally as well as from macro and micro perspectives.[1] His recent and current research respectively examines the experiences of Japanese-Canadian mothers in mixed language families in Montreal[2] and the characteristics of mixed language parents across a number of linguistic groups in Alberta.[3][4]

Career

Guardado received his Master of Education in Teaching English as a second language in 2001 and his Doctor of Philosophy in Modern language education in 2008 from the University of British Columbia. He taught content-based English, applied linguistics, and teacher education courses at the University of British Columbia between 2001-2009 and at the University of Alberta since 2009. He is Associate Editor of the Canadian Modern Language Review.

Research

Guardado first became known in the area of heritage language socialization through his paper entitled "Loss and Maintenance of First Language Skills: Case Studies of Hispanic Families in Vancouver", published in the Canadian Modern Language Review, part of his master’s research and for which he won the CMLR Best Graduate Student Paper in 2001.[5][6][7] His later work has made several contributions to the heritage language socialization area. He was one of the first scholars to investigate language ideology within heritage languages.[8] He was the first scholar to make a link between heritage languages and the development of cosmopolitan identities.[9] Another original theoretical and methodological contribution is found in his discourse-based framework for conducting heritage language research.[10] His latest research with mixed-language families is attracting scholarly and media attention.[1][3][4]

Bibliography

Books

  • Guardado, Martin & Light, Justine. (2020). Curriculum development in English for academic purposes: A guide to practice. London, UK: Palgrave MacMillan.
  • Guardado, Martin. (2018). Discourse, ideology and heritage language socialization: Micro and macro perspectives. New York & Berlin: De Gruyter Mouton.

Articles

  • Tsushima, R., & Guardado, M. (2019). “Rules…I want someone to make them clear”: Japanese mothers in Montreal talk about multilingual parenting. Journal of Language, Identity, and Education. doi:10.1080/15348458.2019.1645017
  • Mao, Y., Guardado, M., & Meyer, K. R. (2019). Podcasts and English-language learning: A qualitative investigation of organizational, instructional, and learning perspectives. International Journal of Information Communication Technology and Human Development, 31(2), 20-35.
  • Guardado, M. (2018). Spanish as a minority/heritage language in Canada and the UK. In K. Potowski (Ed.), The routledge handbook of Spanish as a heritage/minority language (pp. 537-554). New York, NY: Routledge.
  • Guardado, M., & Light, J. (2018). Innovation in EAP programmes: Shifting from teaching to learning in curriculum design. In L. T. Wong & W. L. Wong (Eds.), Teaching and learning English for academic purposes: Current research and practices (pp. 143-160). Hauppauge, New York: Nova Science Publishers.
  • Guardado, M. (2002). Loss and maintenance of first language skills: Case studies of Hispanic families in Vancouver. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(3), 341-363

References

  1. ^ a b "Learning to speak in a multilingual home". CBC Edmonton AM with Mark Connolly, Tara McCarthy. September 17, 2019. Retrieved February 23, 2020.{{cite news}}: CS1 maint: url-status (link)
  2. ^ "Mothers and mother tongues - Mobilizing family-generated knowledge for heritage language development". University News. August 22, 2016. Retrieved February 23, 2020.{{cite news}}: CS1 maint: url-status (link)
  3. ^ a b "One family, three languages — Alberta prof wants to study how parents keep their heritages alive | The Star". thestar.com. Retrieved 2020-02-23.
  4. ^ a b "Researchers explore how best for parents to pass on multiple languages to children". The Gateway. 2019-09-30. Retrieved 2020-02-23.
  5. ^ Lapkin, Sharon; Lotherington, Heather, eds. (2002). "Editorial / Éditorial". Canadian Modern Language Review. 58 (3): 339–340. doi:10.3138/cmlr.58.3.339. ISSN 0008-4506.
  6. ^ Ng1, Wigglesworth2, Bee Chin1, Gillian2 (2007). Bilingualism: An Advanced Resource Book. London, UK: Routledge. ISBN 9780415343862.{{cite book}}: CS1 maint: multiple names: authors list (link) CS1 maint: numeric names: authors list (link)
  7. ^ De Houwer, Annick (2009). Bilingual first language acquisition. Bristol: Multilingual Matters. ISBN 184769148X.
  8. ^ "1: Language Ideologies and Language Policies", Spanish Speakers in the USA, Multilingual Matters, pp. 3–30, 2012-12-31, ISBN 978-1-84769-879-7, retrieved 2020-02-23
  9. ^ Cho, Hyesun (2014-03-04). "'It's very complicated' exploring heritage language identity with heritage language teachers in a teacher preparation program". Language and Education. 28 (2): 181–195. doi:10.1080/09500782.2013.804835. ISSN 0950-0782.
  10. ^ Boscacci, Fausta. "The discourses of heritage language development among Brazilian mothers from the New York City region". {{cite journal}}: Cite journal requires |journal= (help)

Sources

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