Tirtha Karki | Purdue University (original) (raw)

Papers by Tirtha Karki

Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, thi... more Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, this trioethnographic inquiry reports on how three transnational-translingual pracademics from the Global South with diverse personal-professional trajectories in the Global North critically examined their experiences being transracialized across transnational contexts. Although we, the co-authors, represent raciolinguistic majorities in their countries of birth (i.e., South Asia), we, ironically, have also experienced transracialization within minoritized communities of fellow immigrants in the US. Furthermore, building on Alim's (2016) proposition that transracial subjects' "raciolinguistic practices have the potential to transform the oppressive logic of race itself" (p. 34), this collaborative inquiry proposes that actively agentive transnational transracialized participants question and challenge the systems of essentialized racial categorization across geographical, national, and linguistic contexts, especially when their fluid racial identities become salient and/or they are racialized in transnational contexts. The overarching goal of this trioethnographic inquiry was to engage in a critical dialogue and examine overlapping racializing experiences as well as to constructively challenge the raciolinguistic marginalization of minoritized 'transnationaltranslingual pracademics' from the Global South in the Global North. Our collaborative inquiry underlines how this can be achieved through critical dialogue, professional practices, critical pedagogies, and advocacy work within and outside the classroom, ultimately leading to a more socially-just, decolonized, and anti-racist applied linguistics.

This book examines a diverse range of approaches to multilingualism in teacher education programm... more This book examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. It studies how pre-service teachers are being prepared to work in multilingual contexts and the key features of current initiatives that address the linguistic and cultural diversity of their respective countries.

Journal of NELTA Gandaki, 2019

In a discourse related to teaching writing in second or foreign language classrooms, there is a f... more In a discourse related to teaching writing in second or foreign language classrooms, there is a focus on process writing which seems still new practice in many Nepali classrooms. In this context, this study was conducted to explore secondary level English teachers' practices and challenges of teaching writing. The study adopted qualitative research design. For this, twenty secondary level English teachers from both public and private schools of Sunsari District, Nepal were selected as informants. The data were collected through classroom observation, semi- structured interview and Focused Group Discussion (FGD). First, classroom observation of eight teachers was carried out followed by semi-structured interview. Then, the other twelve teachers were invited for FGD. Analysis of qualitative data uncovered that majority of the teachers adopted product approach to teaching writing with abundant stress on support to students for securing good marks in the final examination. The major...

Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, thi... more Drawing upon elements of collaborative autoethnographic inquiry and shared narrative inquiry, this trioethnographic inquiry reports on how three transnational-translingual pracademics from the Global South with diverse personal-professional trajectories in the Global North critically examined their experiences being transracialized across transnational contexts. Although we, the co-authors, represent raciolinguistic majorities in their countries of birth (i.e., South Asia), we, ironically, have also experienced transracialization within minoritized communities of fellow immigrants in the US. Furthermore, building on Alim's (2016) proposition that transracial subjects' "raciolinguistic practices have the potential to transform the oppressive logic of race itself" (p. 34), this collaborative inquiry proposes that actively agentive transnational transracialized participants question and challenge the systems of essentialized racial categorization across geographical, national, and linguistic contexts, especially when their fluid racial identities become salient and/or they are racialized in transnational contexts. The overarching goal of this trioethnographic inquiry was to engage in a critical dialogue and examine overlapping racializing experiences as well as to constructively challenge the raciolinguistic marginalization of minoritized 'transnationaltranslingual pracademics' from the Global South in the Global North. Our collaborative inquiry underlines how this can be achieved through critical dialogue, professional practices, critical pedagogies, and advocacy work within and outside the classroom, ultimately leading to a more socially-just, decolonized, and anti-racist applied linguistics.

This book examines a diverse range of approaches to multilingualism in teacher education programm... more This book examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. It studies how pre-service teachers are being prepared to work in multilingual contexts and the key features of current initiatives that address the linguistic and cultural diversity of their respective countries.

Journal of NELTA Gandaki, 2019

In a discourse related to teaching writing in second or foreign language classrooms, there is a f... more In a discourse related to teaching writing in second or foreign language classrooms, there is a focus on process writing which seems still new practice in many Nepali classrooms. In this context, this study was conducted to explore secondary level English teachers' practices and challenges of teaching writing. The study adopted qualitative research design. For this, twenty secondary level English teachers from both public and private schools of Sunsari District, Nepal were selected as informants. The data were collected through classroom observation, semi- structured interview and Focused Group Discussion (FGD). First, classroom observation of eight teachers was carried out followed by semi-structured interview. Then, the other twelve teachers were invited for FGD. Analysis of qualitative data uncovered that majority of the teachers adopted product approach to teaching writing with abundant stress on support to students for securing good marks in the final examination. The major...