Publications
Doctoral Dissertation
Meighan, P. J. (2023). "What is language for us?" The role of relational technology, strength-based language education, and community-led language planning and policy research to support Indigenous language revitalization and cultural reclamation processes. McGill University.
https://doi.org/10.13140/RG.2.2.13349.88802
Refereed Journal Articles
Meighan, P. J. (2023). “What is language for us?”: Community-based Anishinaabemowin language planning using TEK-nology. Language Policy, 22(2), 223-253. https://doi.org/10.1007/s10993-023-09656-5
Meighan, P. J. (2023). Transepistemic English language teaching for sustainable futures. ELT Journal. https://doi.org/10.1093/elt/ccad004
Meighan, P. J. (2022). Dùthchas, a Scottish Gaelic methodology to guide self-decolonization and conceptualize a kincentric and relational approach to community-led research. International Journal of Qualitative Methods, 21, 1-14. https://doi.org/10.1177/16094069221142451
Meighan, P. J. (2022). Colonialingualism: Colonial legacies, imperial mindsets, and inequitable practices in English language education. Diaspora, Indigenous, and Minority Education, 17(2), 146-155. https://doi.org/10.1080/15595692.2022.2082406
Meighan, P. J. (2022). Indigenous language revitalization using TEK-nology: How can Traditional Ecological Knowledge (TEK) and technology support intergenerational language transmission? Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2022.2084548
Meighan, P. J. (2022). Respecting the territory: Self-determined and relational technology in Indigenous language revitalization. ETC: A Review of General Semantics, 79(2), 32-45. (PDF)
Meighan, P. J. (2021). Decolonizing the digital landscape: The role of technology in Indigenous language revitalization. AlterNative: An International Journal of Indigenous Peoples, 17(3), 397-405. https://doi.org/10.1177/11771801211037672
Chiblow, S., & Meighan, P. J. (2021). Language is land, land is language: The importance of Indigenous languages. Human Geography, 15(2), 206-210. https://doi.org/10.1177/19427786211022899
Meighan, P. J. (2020). Decolonizing English: A proposal for implementing alternative ways of knowing and being in education. Diaspora, Indigenous, and Minority Education, 15(2), 77-83. https://doi.org/10.1080/15595692.2020.1783228 (PDF)
Meighan, P. J. (2020). A case for decolonizing English language instruction. ELT Journal, 74(1), 83-85. https://doi.org/10.1093/elt/ccz055 (PDF)
Meighan, P. J. (2019). An “educator’s” perspective: How heritage language pedagogy and technology can decolonize the English classroom. TESOL Journal, 11(2), 1-5. https://doi.org/10.1002/tesj.483 (PDF)
Meighan, P. J. (2019). [Review of the coursebook Business Partner B1+, by I. Dubicka, M. O’Keefe, B. Dignen, M. Hogan & L. Wright]. TESL-EJ, 23(1). http://www.tesl-ej.org/pdf/ej89/r2.pdf
Refereed Book Chapters
Meighan, P. J. (2023). Online Worldreviewer Language Spaces (OWLS): Integrating decolonizing technology and heritage language pedagogy in TESOL. In K. Raza, D. Reynolds, & C. Coombe (Eds.), Handbook of Multilingual TESOL in Practice (pp. 251–266). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-9350-3_17
Meighan, P. J. (2021). Bridging the past, present and future: How heritage language pedagogy can create a global and sustainable worldview in the English classroom. In C. E. Poteau & C. A. Winkle (Eds.), Advocacy for social and linguistic justice in TESOL: Nurturing inclusivity, equity, and social responsibility in English language teaching (1st ed., pp. 13-26). Routledge. https://doi.org/10.4324/9781003202356-3 (PDF)
Belonging, Identity, Language and Diversity (BILD) Blog Posts
Meighan, P. J. (2022, Dec 4). Languages do not “die”, they are persecuted: A Scottish Gael’s perspective on language “loss”. Belonging, Identity, Language, Diversity (BILD) Research Group.
Meighan, P. J. (2021, Oct 10). (Un)learning cognitive and linguistic imperialism in English: Towards transepistemic language education. Belonging, Identity, Language, Diversity (BILD) Research Group. http://dx.doi.org/10.17613/wasq-fn87
Meighan, P. J. (2021, Feb 14). Romancing with the Romance languages: Col amor de un multi-, pluri- lingual o translanguaging éducateur. Belonging, Identity, Language, Diversity (BILD) Research Group.
Meighan, P. J. (2020, Nov 29). "The more you know, the more you need to know": Learning Gaelic and Ojibwe online during the pandemic. Belonging, Identity, Language, Diversity (BILD) Research Group.
Meighan, P. J. (2020, May 25). Searching for new stories and a language to live by: Reflections of a Gael in a foreign language. Belonging, Identity, Language, Diversity (BILD) Research Group.
Meighan, P. J. (2019, Nov 19). Refusing to inHABIT the binary: Reflections on language, culture and identity in the colonial bubble. Belonging, Identity, Language, Diversity (BILD) Research Group.
Refereed Policy Studies & Research Reports
Pearson Education. (2017). A standard setting study to establish concordance between the Pearson Test of English Academic (PTE A) and the Canadian Language Benchmarks (CLB). Harrow, Essex: Pearson Education.
Select Book Translations
Italian to English
Matsumoto, S., & Daga, M. (2020). Miyamoto Musashi: Battle against Yoshioka Clan (P. Meighan, Trans.). Lulu.
Matsumoto, S. (2017). Yoshioka: Dyers and swordsmen of Feudal Japan, 1540-1615 (P. Meighan, Trans.). CreateSpace.
Cammisecra, C. (2016). For the rain that falls (P. Meighan, Trans.). CreateSpace.
English to Italian
Perkins Gilman, C. (2014). La Tappezzeria Gialla (P. Meighan, Trans.). Easy Peasy Publishing.
Poe, E. A. (2014). Il Corvo (P. Meighan, Trans.). CreateSpace.
NOTE:
Only some of my refereed publications are archived here and available for educational purposes only and NOT for distribution, sharing, or commercial use.
