
Prof Kirti Kapur
Professor
Afilliation
Fulbright Fellow, Hawaii
Country
United States of America
Professional URL
SHORT BIO
Professor Kirti Kapur, a Fulbright Fellow,USA, has 37 years of experience in English language teaching and learning. While at NCERT she had been involved in the development of curriculum design, materials development, pedagogy, assessment and comparative research as her core areas of expertise. She is alumna of the Summer Institute for English Language Educators, Hawai‘i Pacific University, USA. Prof. Kapur has contributed to national and international studies on cultural contexts and language learning. She has published and presented over 100 papers internationally and nationally on issues like Multilingual Education, Second Language Teaching, Problems of Learning among Tribal Children, and Issues in Assessment etc. She conducts workshops across all stages of education and has also trained teachers from Afghanistan, Tibet and Mauritius on making ELT effective and learner centric. She is a recipient of the Ray Tongue scholarship awarded by IATEFL, UK and the International TESOL, USA award for Professional Development. She has conducted researches on topics such as, Teaching of English, Language across the Curriculum, Multiculturalism in Education etc. among other researches.
PRESENTATION TITLE
Multilingualism as Funds of Knowledge: Reimagining Language Learning
ABSTRACT
Evolving language learning contexts require re-examining multilingualism, often viewed as a challenge rather than a pedagogical resource. Drawing on "funds of knowledge" and "funds of knowledge and identity" frameworks, this paper argues that learners' linguistic repertoires constitute valuable cultural, cognitive, and social assets that enrich language acquisition and identity formation. Positioning multilingualism as funds of knowledge, the paper advocates for responsive, socially just approaches. Through examples from Indian classrooms, it explores the pedagogical potential of translanguaging and culturally responsive teaching, demonstrating how recognizing students' home languages fosters participation, confidence, academic achievement, and intercultural understanding, reimagining language education in multilingual societies.
ABSTRACT
PRESENTER INTERVIEW