Dr. Paul Meighan-Chiblow is a Scottish Gael sociolinguist.
He holds a PhD Educational Studies, MA TESOL, PGCE Spanish with French, BA (Hons) European Studies with Spanish, and CertHe An Cùrsa Adhartais (Gaelic).
Research: Colonialingualism | Transepistemic Education | Multilingual TESOL
Dr. Meighan's research introduced the term Colonialingualism, defined as the privileging of dominant colonial languages, knowledges, and neoliberal valorizations of diversity, in Diaspora, Indigenous, and Minority Education Journal in 2022.
Sitting at the intersection of Applied Linguistics and Education, Dr. Meighan's work focuses on addressing colonialingualism through transepistemic education and pedagogies for multilingualism, multiliteracies, and language reclamation.
Qualifications and experience
Dr. Paul Meighan is a Gael sociolinguist, educator, translator, and transdisciplinary researcher who speaks English, French, Spanish, Italian, and Gàidhlig (Scottish Gaelic). He holds a Certificate of Higher Education (CertHE) in An Cùrsa Adhartais (Scottish Gaelic) (Sabhal Mòr Ostaig, 2024); a BA (Hons) in European Studies: Spanish Pathway (King's College London, 2006); a Postgraduate Certificate in Education (PGCE) in Modern Foreign Languages: Spanish with French (King's College London, 2009); an MA in Teaching English to Speakers of Other Languages (TESOL) (Trinity Western University, 2019); and a PhD in Educational Studies (McGill University, 2023). Dr. Meighan also holds the OCELT (Ontario Certified English Language Teacher) and ICTEAL (Internationally Certified Teacher of English as an Additional Language) accreditation from TESL Ontario. He currently serves as Chair (2024-2025) for the TESOL International Association Bilingual-Multilingual Education Interest Section.
From 2019-2023, Dr. Meighan was a Social Sciences and Humanities Research Council (SSHRC) Joseph-Armand Bombardier Doctoral Scholar in the Department of Integrated Studies in Education (DISE), McGill University, Montréal, Québec. He was the recipient of the American Association for Applied Linguistics (AAAL) 2021 Multilingual Matters Graduate Student Award which recognizes excellence in multilingual research; The International Research Foundation (TIRF) for English Language Education 2021 Doctoral Dissertation Grant (DDG); and the co-recipient of TIRF's 2021 Russell N. Campbell Award which is presented to the highest-rated DDG applicant each year. Dr. Meighan was also the recipient of the 2022 Herschel and Christine Victor Fellowship in Education at McGill University, awarded to an outstanding graduate student on the basis of academic merit.
Dr. Meighan has over 20 years' experience teaching languages (English as a Second/Foreign Language, Spanish, and French) at K-12, college, and university level internationally. He has worked in several educational domains and professional contexts as course lecturer, instructor, curriculum developer, TESOL teacher trainer, Italian and Spanish translator, and language consultant. These experiences across the globe have allowed him the opportunity to learn several languages and experience diverse ways of being, knowing, teaching, and learning.
Research
Dr. Meighan's research introduced the term Colonialingualism, defined as the privileging of dominant colonial languages and knowledges, in Diaspora, Indigenous, and Minority Education Journal in 2022. Sitting at the intersection of Applied Linguistics and Education, his work focuses on addressing colonialingualism through transepistemic education and pedagogies for multilingualism, multiliteracies, and language reclamation.
Dr. Meighan's research is informed by experiences as an Indigenous Gael in Glasgow, Scotland. He grew up in Milton, a council housing scheme and socioeconomically deprived neighbourhood. Dr. Meighan was raised by his mother and is a first-generation scholar. His mother comes from South Uist, heartlands of Gàidhlig, an endangered Indigenous language in Scotland. South Uist is community-owned, a Key Biodiversity Area at the frontlines of the climate crisis, and highly vulnerable to rising seawater levels. Despite being an endangered Indigenous language, Gàidhlig was not available to Dr. Meighan in the educational system. Members of his family and older generations recall being beaten for speaking it in school. Dr. Meighan is now on a Gàidhlig reclamation journey as an adult learner. His motivation for more equitable multicultural and multilingual education has continued to grow after meeting his Anishinaabe husband in Glasgow, Scotland in 2015 and after learning more about the devastating impacts of colonialism on the Indigenous Peoples and languages of Turtle Island (also known as North and Central America).
Dr. Meighan's community-led, SSHRC- and TIRF- funded doctoral research explored how technology can support language learning and reclamation. His PhD thesis—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—introduces and explores the TEK-nology (Traditional Ecological Knowledge and technology) language and knowledge acquisition approach. The research demonstrates (1) the benefits of including Indigenous and heritage knowledges in technology, language learning, and teaching; (2) how we can develop and co-create technology-enabled, culturally and environmentally responsive pedagogies; and (3) the important implications of decolonizing language education for both Indigenous languages and dominant languages with colonial legacies, such as English. In particular, Dr. Meighan's empirical research contributes to the applied linguistics and education fields by identifying key differences between second language acquisition and Indigenous language acquisition, such as the relationship between language and land, and by implementing relational technology in language acquisition and learning.
Dr. Meighan is currently a member of the American Association for Applied Linguistics (AAAL), the Canadian Association of Applied Linguistics/L'Association canadienne de linguistique appliquée (ACLA/CAAL), TESL Ontario, TESOL International, the Institute of General Semantics, and the Media Ecology Association. He is also a member of the Language, Culture and Justice Hub and the Belonging, Identity, Language and Diversity (BILD) and Leadership and Learning for Sustainability research groups. He served as Member-at-large and Social Media sub-committee leader for the AAAL Graduate Student Council (2022-2023).
You can also follow his research on Twitter, Academia and Research Gate.
Sgeul-beatha (Biography in Scottish Gaelic)
Is e Gàidheal Albannach à Glaschu a tha ann an Dr. Pòl J. Miadhachàin-Chiblow. Tha ceum BA (le Urram) aige ann am Foghlam Eòrpach agus Spàinntis a thuilleadh air Teisteanas For-cheumnaiche ann am Foghlam (PGGE) ann an Nua-chànanan Cèin bho Cholaiste an Rìgh ann an Lunnainn (2002 agus 2009). Tha MA aige ann an TESOL bho Oilthigh Trinity Western (2019). Tha PhD aige cuideachd ann am Foghlam bho Oilthigh McGill (2023).
Tha tòrr eòlas obrach aig Pòl ann an eadar-theangachadh agus teagasg cànain (Beurla mar Dara Cànan agus airson Adhbharan Academaigeach, Feadailtis, Spàinntis agus Fraingis) gu eadar-nàiseanta bho 2001. Tha an obair seo air feadh an t-saoghail air cothrom a thoirt dha grunn chànanan ionnsachadh agus eòlas a chur air diofar dhòighean beatha, teagasg agus ionnsachaidh. Bidh an rannsachadh coimhearsnachd aig Pòl ag amas air rannsachadh a dhèanamh air na ceangalaichean a tha eadar ath-bheòthachadh cànanan dùthchasach, Eigeòlas Traidiseanta (TEK) agus teicneolas dì-thìreachadh.
Acknowledgments
Paul would like to say miigwetch (thank you in Anishinaabemowin) and tapadh leibh (thank you in Gàidhlig) to his husband, his family in Alba (Scotland) and Turtle Island, friends, supervisors, mentors, DISE-McGill, SSHRC, AAAL, and TIRF for all their support on this lifelong learning journey. He would also like to say miigwetch and tapadh leibh to the Lands, Peoples, waters, spirits, animals and plants of Turtle Island.
Paul is grateful to currently reside with his Anishinaabe husband in T’karonto (Toronto), the traditional lands and territory of many nations including the Mississaugas of the Credit, the Anishinaabeg, the Chippewa, the Haudenosaunee and the Wendat Peoples and now home to many diverse First Nations, Inuit and Métis Peoples.
Books
Meighan, P. (under contract). Colonialingualism: An Introduction to Language, Power, and Colonialism. Routledge.
Meighan, P. (under contract). Decolonizing Research Practices in Education: Kincentric and Relational Methodologies. Cambridge University Press.
Meighan, P. (under contract). Online Language Revitalization: Indigenous Language Acquisition and Technology. Palgrave Macmillan.
Edited Books
Veliz, L., Meighan, P., Shah, W. A., & Gao, X. (Eds.). (under contract). Routledge Handbook of Racial and Epistemic Inequity in Applied Linguistics. Routledge.
Meighan, P., & Veliz, L. (Eds.). (under contract). Countering Colonialingualism in Language Education: Research Practices and Pedagogies from the Global South. Routledge.
Editorship of Special Issues of Journals
Meighan, P., & Lin, C-C. (Eds.). (2025). The intersectionality of multilingualism, Indigenous knowledges, and sustainability. Special issue of Journal of Education for Multilingualism, 2(1).
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 & Encyclopedia Entries
Meighan, P. J. (2025). Decolonizing Language Education. In Encyclopedia of Applied Linguistics (pp. 1-5).
Meighan, P. J. (2024). Colonialingualism in Education and Policy. In Encyclopedia of Diversity (pp. 1-7). https://doi.org/10.1007/978-3-030-95454-3_620-1
Chiblow, S., & Meighan, P. J. (2023). Anishinabek Giikendaaswin and Dùthchas nan Gàidheal: Concepts to (re)center place-based knowledges, governance, and land in times of crisis. Ethnicities, 1-18. https://doi.org/10.1177/14687968231219022
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. (2023, Nov 6). Tìr is teanga (Land and language): Language as sensory energy.
Meighan, P. J. (2022, Dec 4). Languages do not “die”, they are persecuted: A Scottish Gael’s perspective on language “loss”.
Meighan, P. J. (2021, Oct 10). (Un)learning cognitive and linguistic imperialism in English: Towards transepistemic language education. 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.
Meighan, P. J. (2020, Nov 29). "The more you know, the more you need to know": Learning Gaelic and Ojibwe online during the pandemic.
Meighan, P. J. (2020, May 25). Searching for new stories and a language to live by: Reflections of a Gael in a foreign language.
Meighan, P. J. (2019, Nov 19). Refusing to inHABIT the binary: Reflections on language, culture and identity in the colonial bubble.
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.
Decolonizing English: a proposal for implementing alternative ways of knowing and being in education (pdf)
DownloadA case for decolonizing English language instruction (pdf)
DownloadAn educator's perspective: Heritage language pedagogy and technology (pdf)
DownloadBridging the past, present, and future (pdf)
DownloadRespecting the territory: Self-determined and relational technology in ILR (pdf)
DownloadDùthchas is a millennia-old Gaelic kincentric concept. The word exists both as Dùthchas in Gàidhlig (Scottish Gaelic) and as Dúchas in Gaeilge (Irish). Dùthchas is an intrinsic part of the sealladh a’ Ghàidheil (Gaelic worldview) and is derived from the Gaelic word “dú/dùth”, meaning “earth” or “land”.
Dùthchas can have several meanings, both internal and external dimensions, such as: hereditary right or claim, birthright, heritage, native or ancestral home, kindred affection, or innate quality (McQuillan, 2004).
Dùthchas stresses the interconnectedness of people, land, culture, and an ecological balance among all entities, human and more than human (Meighan, 2022).
Dùthchas has guided Gaels and informed their practices and ways of life for centuries in the Gàidhealtachd (Gaeldom, also known as the Highlands and Islands of Scotland). The cultural force of Dùthchas was widespread and central to Gaelic clan cohesion since it “was evidently a system of customary law or native title associated with traditional clan society and collective rights” (MacKinnon, 2018, p. 284). The “heritable trusteeship” of land (Macinnes, 2006), encoded and transmitted through Dùthchas, affirmed dynamic and complex kin-based and place-based relationships that bonded people, extended kin, and community together beyond biological ties alone (Newton, 2019).
Dùthchas, being a conceptual tool that has guided Gaels to co-exist in harmony with, and in relation to their local environment over millennia, can support the present-day (re)centring of place-based knowledges to foster more sustainable futures. Dùthchas has underpinned the lifeways and lifestyles of “exemplary ethical communities” in the Gàidhealtachd with “a proven track record of sustainability related to forms of traditional knowledge” (Conversi, 2021, p. 1). For example, my mother's home island, South Uist, is a Key Biodiversity Area where you can find the Machair, a habitat unique to the north-west of Scotland and Ireland. Gaels and locals, such as crofters, have tended the Machair in a way that nurtures life. Machair is a Gaelic word and can be translated as “fertile, low-lying plain”.
According to Nature Scotland,
“More than a habitat, machair is a blend of low-lying coastline; sand partly consisting of shell fragments; the effects of strong winds; just the right amount of rainfall; and the involvement of people and their grazing animals…the [local] human population manages the land in a way that delivers high biodiversity” (para. 2, 9).
Dùthchas demonstrates that belonging to a place is not the same as possessing or owning a place or land in dominant western and capitalist worldviews. Dùthchas "transmits a sense of belonging to, not possession of the land, and stresses an interconnectedness and ecological balance among all entities" (Chiblow & Meighan, 2023, p. 2). The root word in Gàidhlig “dú/dùth”—which originates both Dùthchas and duine (person, or one who comes from the land)—illustrates that, in the Gaelic worldview, we come from the land, we belong to the land, and language is land. An Indigenous language, in this case, Gàidhlig, is an ancestral guide, map, and ecological encyclopedia. The Gàidhlig expression encapsulates this sentiment: “Tìr gun canan, tìr gun anam” (Land without language, land without soul).
Dùthchas goes beyond a mere feeling of identification with place and community to tangible conduct and action motivated by a sense of ethics, respect, and responsibility for said place and community to maintain ecological balance (Meighan, 2022).
During the Highland Clearances, the Gaelic tenantry, the Tuath, were forcefully evicted from their traditional territories for sheep monoculture and commercialization of the lands by landowning gentry, many of whom were Gael landlords who had been co-opted and acculturated into the British colonial and imperial regime. In one case, in 1756, the Tuath of Coigach, in the north-west of the Gàidhealtachd, protested the commercialization and harmful sheep monoculture by invoking their còir (right) and their Dùthchas (heritable trusteeship). Col Gordon (2023) remarks,
Throughout the Highland Clearances, Gaels felt that this hereditary right of Dùthchas was being violated. Then throughout the Land Wars of the 1880s it was in defence of this feeling, or customary law, that people were acting, and which later led, in 1886, to the formation of the Crofting Laws, which can be seen in many ways as both a treaty and an acknowledgement of a form of native title. (para. 10)
More recently, there has been a surge of interest in the concept of Dùthchas in Scotland as reconstitutive practice. There is a recent documentary titled Dùthchas (Home), directed by Kirsty MacDonald and Andy Mackinnon. The documentary explores what it means to people, especially women, after they had to leave the island of their birth, in this case, Berneray in the Outer Hebrides. Many had to leave the islands to get an education, work, and live, such as my own grandparents and mother. The Dùthchas documentary explores the effect migration has had on the Gaelic language and culture.
And, as part of my doctoral research, I operationalized Dùthchas as a kincentric qualitative methodology for community-led research in-relation praxis to explore how researchers who are not Indigenous to the lands on which they work can collaborate in a more ethical and mutually beneficial manner with Indigenous Peoples and communities (Meighan, 2023).
Dùthchas and the “energy of belonging and responsibility the word conveys [also] extends to the waters” (MacKinnon and Brennan, 2012, p. 9). This responsibility for, and intimate knowledge of local waters was recently highlighted with widespread media attention to the lifeways of Gaelic coastal communities if Scottish Government plans for Highly Protected Marine Areas (HPMAs) were to go ahead. The proposed HPMAs would mean vast areas of coastal and inshore waters would be closed to all fishing, aquaculture, and infrastructure developments. Island and coastal communities would be devastated as centuries-old, traditional sustainable fishing activities and industries would be forced to close, likely resulting in economic, social, and cultural devastation. Angus MacPhail, who is co-founder of the traditional Scottish band from the Gàidhealtachd—Skippinish—and who is also a fisherman, teamed up with inshore fisherman, Donald Francis MacNeil, to write The Clearances Again, reaching the Top 10 in the UK music charts in April 2023.
In November 2023, in response to findings from a government consultation and to mounting pressure from local fishing and coastal communities and groups such as Skippinish, the proposed HPMA plans were scrapped. These movements further demonstrate the cultural force of Dùthchas and illustrate how Dùthchas continues to drive action to protect the local communities who know their lands and waters best.
Dùthchas is not monolithic, static, parochial, nor inward-looking. It is inclusive, fluid, with an eye to the future, sustainable communities, and generations to come.
You can read more about Dùthchas in this open-access article.
References
Chiblow, S., & Meighan, P. J. (2023). Anishinaabek Giikendaaswin and Dùthchas nan Gàidheal: concepts to (re)center place-based knowledges, governance, and land in times of crisis. Ethnicities, 0(0). https://doi.org/10.1177/14687968231219022
Conversi, D. (2021). Exemplary ethical communities: a new concept for a livable anthropocene. Sustainability, 13(10): 5582.
MacInnes, J. (2006). In Newton (M. (Ed.), Dùthchas Nan Gàidheal—Collected essays of John MacInnes. Birlinn General.
MacKinnon, I. (2018). ‘Decommonising the mind’: Historical impacts of British imperialism on indigenous tenure systems and self-understanding in the Highlands and Islands of Scotland. International Journal of the Commons, 12(1), 278–300. https://doi.org/10.18352/ijc.814
MacKinnon I., & Brennan R. (2012). Dùthchas Na mara/belonging to the sea: Exploring the cultural roots of maritime conflict on gaelic speaking islands in Scotland and Ireland. Eirinn is Alba/SAMS/Scottish Crofting Federation.
McQuillan, P. (2004). Native and natural: Aspects of the concepts of “right” and “freedom” in Irish. University of Notre Dame Press.
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. https://doi.org/10.1177/16094069221142451
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. Doctoral Dissertation. McGill University.
Newton M. S. (2019). Warriors of the word: The world of the Scottish highlanders. VLE Books.
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Bella Caledonia. (2023, July 19). Languages do not "die", they are persecuted: A Scottish Gael's perspective on language "loss". https://bellacaledonia.org.uk/2023/07/19/languages-do-not-die-they-are-persecuted-a-scottish-gaels-perspective-on-language-loss/
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Multilingual Families Lab. (2024, May 13). Dr. Paul Meighan: Colonialingualism. [Video]. https://youtu.be/lz3AEv6Xggs?si=0SNlZsjN5dJ-oDKp
Meighan, P. J. (2024, April 14). Enacting transepistemic thinking and ecologies of knowledge in the multilingual classroom. [Video]. https://youtu.be/pqn_YPauL6Q?si=HwzdjH8xzXRoDqbR
Future Multilingual. (2023, July 30). Language reclamation: Dr Paul Meighan. [Video]. YouTube. https://youtu.be/Jj5HvSVNRpY
Meighan, P. J. (2023, February 17). B-MEIS Webinar: Addressing Colonialingualism in TESOL. [Video]. YouTube. https://youtu.be/-tDyZHa9Lvg
Meighan, P. J. (2023, July 17). Relational technology: Community-led Indigenous language reclamation and revitalization. [Video]. YouTube. https://youtu.be/LozFhP0Vx_M
AAAL GSC. (2023, January). Speaker Series: Dr. Wesley Y. Leonard (Indigenous language reclamation and ethical applied linguistics). [Video]. YouTube. https://youtu.be/khleBQmTYsk
Interviewer: Paul J. Meighan
AAAL GSC. (2022, November). Speaker Series: Dr. Suresh Canagarajah (Multilingual and Translingual Practices of the Global South). [Video]. YouTube. https://www.youtube.com/watch?v=9pOwtPsI24k
Interviewer: Paul J. Meighan
Meighan, P. J. (2022, February 25). Who's doing it, and whose worldview? Community-driven and relational technology for Indigenous language revitalization. [Video]. YouTube. https://youtu.be/wBecx-LdPno
Meighan, P. J. (2022, February 11). Colonialingualism: Colonial Legacies, Imperial Mindsets, and Inequitable Teaching Practices. [Video]. YouTube. https://youtu.be/ecs--qz7Cl8
InstituteofGS. (2021, October 1). Paul J. Meighan - Technology in relation: Digital and online self-determination in Indigenous language revitalization. [Video]. YouTube. https://www.youtube.com/watch?v=VHR4QbmIQEU
Meighan, P. J. (2021, July 26). Decolonizing English: (Un)learning cognitive and linguistic imperialism. [Video]. YouTube. https://www.youtube.com/watch?v=3aDvLsxRaLo
Meighan, P. J. (2021, July 25). (Re)viewing our relationships: Foundations for decolonial and equitable English language learning. [Video]. YouTube. https://www.youtube.com/watch?v=1TvXGahNyNY
Sheridan College, Toronto, Canada
Professor, ESL
January 2024–Present
George Brown College, Toronto, Canada
Professor, Communication
September 2023–Present
Easy Peasy English, London, England
Teacher Trainer and Curriculum Designer, ESL
July 2011–Present
McGill University, Montréal, Canada
Course Lecturer, Methods and Curriculum in Second Language Teaching
September–October 2022
McGill University, Montréal, Canada
Course Lecturer, Critical Perspectives in Educational Theory and Research
March–May 2022
McGill University, Montréal, Canada
Course Lecturer, Foundations of Second Language (L2) Education
January 2021
McGill University, Montréal, Canada
Course Lecturer, Essentials of English Grammar
October–November 2020
The TEFL Academy, Toronto, Canada
Teacher Trainer, TEFL
January 2017–February 2020
Cardiff University, Cardiff, Wales
Instructor, Pre-sessional EAP
July–September 2019, 2020
McGill University, Montréal, Canada
Course Lecturer, Advanced Methods in TESL
January–February 2020
George Brown College, Toronto, Canada
Professor, ESL
November 2017–May 2019
INTO Glasgow Caledonian University, Glasgow, Scotland
Instructor, ESL
March 2016–August 2016
Oita City Board of Education, JET Programme, Oita, Japan
Assistant Teacher, EFL
August 2011–October 2011
Old Palace of John Whitgift School, London, England
Secondary Teacher, Spanish
September 2010–July 2011
St Augustine’s Church of England Primary School, London, England
Primary Teacher, Spanish and French
May 2009–June 2009
NOTE:
Complete academic CV available upon request.
Professional and Academic Communities
TESOL International Association
Bilingual-Multilingual Education (B-MEIS) Interest Section
Chair
2024–Present
BILD/LIDA Research Group, McGill University, Montréal, Canada
Blog Writer, Editor, Social Media Manager
2019–Present
Impact North Shore, Vancouver, Canada
Advisory Design Team Member: “Our Words, Our Wisdom: Addressing Linguistic Racism”
2022–2024
American Association for Applied Linguistics (AAAL)
Task Force on the Future of the Conference Member
2022
American Association for Applied Linguistics (AAAL) Graduate Student Council
Member-at-large (Social Media Sub-Committee Leader)
2022–2023
Language Planning and Policy (LPP) 2022 Conference, McGill University, Montréal, Canada
Organizing Committee Member (Social Media & Table ronde Bill 96 Sub-Groups)
2021-2022
American Association for Applied Linguistics (AAAL), Pittsburgh, United States
Graduate Student Award Committee Member
2021–2022
Plurilingual Lab, McGill University, Montréal, Canada
My Research Story Coordinator
2021–2022
Plurilingual Lab, McGill University, Montréal, Canada
Speaker Sessions Host & Chat Moderator
2020–2022
2024: Indigenous Language Scholarship Support Fund Award
American Association for Applied Linguistics (AAAL)
2022–2023: Herschel and Christine Victor Fellowship in Education
McGill University, Montréal, Canada
2020–2023: Joseph-Armand Bombardier Canadian Graduate Scholarship (CGS)
Social Sciences and Humanities Research Council (SSHRC)
2021: Doctoral Dissertation Grant
The International Research Foundation (TIRF) for English Language Education
2021: Russell N. Campbell Award
The International Research Foundation (TIRF) for English Language Education
2021: Multilingual Matters Award
American Association for Applied Linguistics (AAAL)
2019–2020: Emerging Scholar Award
DISE, McGill University, Montréal, Canada
2019–2020: Graduate Excellence Entrance Award
DISE, McGill University, Montréal, Canada
2019–2020: Graduate Research Enhancement & Travel Award
DISE, McGill University, Montréal, Canada
2019–2020: Graduate Research Enhancement & Travel Award
DISE, McGill University, Montréal, Canada
2008–2009: Robertson Trust Postgraduate Scholarship
Robertson Trust, Glasgow, Scotland
2002–2006: Robertson Trust Undergraduate Scholarship
Robertson Trust, Glasgow, Scotland
Paul J. Meighan, PhD
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