Martin Guardado (born 1962) is aSalvadoran-born Canadiansociolinguist. He is currently a professor ofsociocultural linguistics andapplied linguistics at theUniversity of Alberta. His research focuses onheritage language socialization andteaching English as a second language. He is noted for his work on heritagelanguage 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]
Guardado first became known in the area ofheritage language socialization through his paper entitled "Loss and Maintenance of First Language Skills: Case Studies of Hispanic Families in Vancouver", published in theCanadian 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]
Romanowski, Piotr & Guardado, Martin. (Eds.) (2020). The many faces of multilingualism: Language status, learning and use across contexts. New York & Berlin: De Gruyter Mouton.
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.
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
^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.ISSN0950-0782.S2CID144704181.
