Magdalena Maria Madany-Saa

Madany-Saá, M. (2025) Southernizing English Language Teaching. In: S. Bagga-Gupta. (ed) The Palgrave Handbook of Decolonizing Educational and Language Sciences. Palgrave. 

Madany-Saá, M., Flores, G., Lojano, J., & Donley, K. (2024). Narrativas de Praxis: Desafíos y caminos de resistencia al currículo colonial en la formación de docentes en el Estado plurinacional del Ecuador. In: Donley, K., Madany-Saá, M., Milmo, F., Oliveira de Paula, K., Tonelli, J. R. A. (Eds.). Critical American Language Praxis: Teaching, Navigating, and Resisting Global English [Special Issue]. Journal of Curriculum and Pedagogy. 

Donley, K., Madany-Saá, M., Milmo, F., Oliveira de Paula, K., Tonelli, J. R. A. (Eds.). (2024). Critical American Language Praxis: Teaching, Navigating, and Resisting Global English [Special Issue]. Journal of Curriculum and Pedagogy. 

Haneda, M., Madany-Saá, M., Teemant, A., & Sherman, B. (2024). Tensions in school context and teacher praxis in equity-oriented professional learning. Teaching and Teacher Education, 140. 

Makoni, S., Madany-Saá, M., and Kaiper-Marquez, A. (eds). (2023). Foundations of decolonial and Southern Epistemological concepts. Multilingual Matters. 

Makoni, S., Madany-Saá, M., and Gomes Lomeu, R. (eds.). (2022). Decolonial Voices, Language, and Race. Multilingual Matters. 

Shriver, R., Madany-Saá, M., Sweeney, E., Smolcic, E., Childs, S., Loja Criollo, A., Loja Criollo, Y. (2021). “Re-imagining multilingual learning spaces in language teacher education: Building reciprocity within international partnerships”. In Barkhuisen & Wette, Language Teachers Studying Abroad: Identities, Emotions and Disruptions. Bristol, UK: Multilingual Matters. 

Madany, M. & Litzenberg, J. (2021). Developing Agency and Translingual Literacy Through Games. TESOL Connections. 

Han, S., Haneda, M., & Madany, M. (2020). “Towards glocally situated TESOL practices: Collective autoethnography”. In Yazan B., Rashi, J., & Canagarajah, 

S. (Eds.), Autoethnographies in ELT: Transnational identities, pedagogies, and practices. New York: Routledge. 

• Madany-Saa, Magdalena Maria (2025). Theorizing with the Global South: Southernizing English Language Teaching. In Bagga-Gupta, Sangeeta (Eds.), The Palgrave Handbook of Decolonising the Educational and Language Sciences. Palgrave Macmillan. ISSN 9783031803215. p. 857–881. doi: 10.1007/978-3-031-80322-2_31. Full text in Research Archive Show summary

  This chapter is intellectually oriented by Southern and decolonial approaches, which have gained visibility in recent applied linguistics and language education scholarship. Numerous scholars, activists, and researchers question universal knowledge and challenge the millennial asymmetrical epistemic relations that exist between territories that lie within the Global North and Global South. They all refer broadly to the struggles for epistemic and social justice in the Global South: a geopolitical space characterized by the still present, pervasive colonial ideologies across both northern and southern territories.

• Madany-Saa, Magdalena Maria & Haneda, Mari (2024). Towards epistemological pluralism and methodological openness in language teacher emotion research. System: An International Journal of Educational Technology and Applied Linguistics. ISSN 0346-251X. 126. doi: 10.1016/j.system.2024.103510. Full text in Research Archive

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• Madany-Saa, Magdalena Maria & DeKorne, Haley (2025). Understanding learner trajectories through participatory multimodal methods: Lessons from the SPEAKERS project. Full text in Research Archive Show summary

  Language learners typically experience both set-backs and support over the course of their lives. Understanding learners’ trajectories is at the heart of the multi-case SPEAKERS project, where a team of researchers is collaborating to illuminate why and how some learners of Indigenous languages transition to becoming speakers, while others do not. In this presentation, we provide an overview of the project and discuss a multimodal methodological approach that we have jointly developed as a tool to answer our shared questions across culturally distinct contexts. The SPEAKERS project investigates learners of Sámi in several regions of Norway, and considers the Sámi case in relation to two comparative cases, namely Isthmus Zapotec in Mexico and Kichwa in Ecuador. Each case study involves unique considerations, however the project as a whole aims to facilitate a comparative perspective across cases. With this in mind, the project team has developed a multimodal, participatory data collection tool which we call trajectory drawings, and which we aim to apply in contextually-appropriate ways in each of the contributing cases. Here we focus on the use of this tool in Norway and Ecuador, where we have been using trajectory drawings to identify and investigate key life moments or muda that may trigger the transition from learner to speaker. The idea of trajectory drawings is inspired by Adriansen (2012) and her work on timelines, as well as scholarship on the lived experience of languages and speaker-centered methods more generally (Busch 2012; Purkarthofer & Flubacher 2022). In the timeline approach, the researcher requests a participant to draw key life events, typically along a line. Timelines as a method challenges the power dynamics between researchers and participants, and participants become co-generators and co-owners of data, while collaborating with the researcher to interpret what they have chosen to represent. Additionally, a multimodal task shifts the focus and can make the interview situation more comfortable and natural, allowing the participants to speak freely about topics that may be both emotional and tense. We demonstrate how our team has adapted and used timelines in order to focus on voice, agency, and embodied language experiences. We share multilingual protocols created to explain trajectory drawings to participants with different worldviews. For example, both Sámi and Kichwa languages and cultures are shaped by a non-linear conception of time. We use the term trajectory to avoid the linear implications of ‘timeline’ and we invite our participants to include key language events that may have happened before they were born, as well as language situations they envision in the future. We discuss the affordances of the trajectory drawing approach, as well as challenges we have encountered. We conclude reflecting on researchers’ positionalities which still imply unequal power dynamics and evoke an infamous history of research on Indigenous people.

• Madany-Saa, Magdalena Maria (2024). Multilingual journey of a transnational scholar and parent. Full text in Research Archive
• Madany-Saa, Magdalena Maria (2024). Unequal multilingualisms. Full text in Research Archive

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