Come hear our two lively Grad Talks
Daniel Strogen
ABSTRACT
Across minoritised-language contexts, compulsory schooling plays a central role in language revitalisation. In Wales, a devolved nation within the United Kingdom, policy has focused on increasing the presence of Welsh in education, both as a medium of instruction and as a subject taught in schools. However, sustaining young people鈥檚 use of Welsh after compulsory education (age 16) remains a major challenge. Despite this, little is known about how young people鈥檚 Welsh develops after school, or why some maintain the language while others do not. To address this gap, this thesis adopts a three-phase exploratory sequential design. Phase One, the focus of this presentation, draws on in-depth interviews to trace young people鈥檚 post-school language trajectories and identify mechanisms influencing language maintenance or decline. These mechanisms will inform the design of quantitative tasks in Phase Two, which will be piloted, and later tested with a larger sample in Phase Three. This project advances understanding of language trajectories in minoritised contexts and contributes empirical evidence to support Cymraeg 2050: Miliwn Siaradwyr (鈥淲elsh 2050: A Million Speakers鈥�), the Welsh Government鈥檚 strategy to reach one million Welsh speakers by the year 2050.
Carlos Daniel Caballero Barrag谩n & Nayelis Lagos Torres
ABSTRACT
Global Citizenship Education (GCED) is an educational framework promoted by UNESCO and the United Nations through the SDGs, specifically SDG 4.7. It aims for students to become advocates for change at the local, national and global levels through the cognitive, socio-emotional and behavioral aspects in all academic subjects and stages. Language education is not an exception for this, conceiving the language as a means for students to get the skills to lead the social change their communities and the world demand. This research study tries to analyze the epistemic tensions present in the conceptions of foreign language teaching and the institutional curricular framework for the formation of global citizenship in foreign language training practices at the Gimnasio del Norte school in Colombia. A qualitative case study approach was intended to guide this project. Data was gathered by surveying three high school English teachers; interviewing the head of the English department, the high school coordinator and the headmaster of the institution; and document-analyzing the curricular framework of the school. Data is yet to be examined to get final results and advance into the recommendations and suggestions of the project.
Language of presentation:听English, with examples in other languages
When:听November 13, 2025 (Thursday)
Time:听12:00-13:00 (EST, Montreal)
Mode of delivery:听synchronous via Zoom
Registration required. Please click听.
The Grad Talks provide opportunities for graduate students (MA thesis and PhD) who are conducting research on language education and applied linguistics to showcase their work and receive constructive feedback. It also gives students an opportunity to build community of like-minded people, make connections, and network. Students can choose to present work at different stages of their research: initial, ongoing or completed.
Typically, graduate students have 20 minutes to do an informal presentation about a chosen topic followed by a 40-minute discussion with the audience. The talk can be guided by a Power Point presentation or an outline. The Grad Talks are delivered via Zoom (not video recorded) and they take place on Thursdays at a time that is convenient for you. This event is hosted by 9I制作厂免费鈥檚 Faculty of Education. If you're interested in presenting at Grad Talks, contact Li Peng at li.peng2 [at] mail.mcgill.ca.
Grad Talks Team
Li Peng: Organizer
Laura Uribe Valencia &听Yunjia Xie: Host
Angelica Galante: Coordinator
Grad Talks is sponsored by the , and co-organized by the Research Group and 9I制作厂免费's Department of Integrated Studies in Education (DISE).
