My involvement with researching multilingually came about because of my personal background of conducting research in France as an Indian doctoral student. Coming from a multilingual background in India where I spoke three languages (Marathi, Hindi and English) on a daily basis and having taught French in India to an equally multilingual world of students, multilingualism was very natural for me. It was very difficult for me to understand the concept of monolingualism when I arrived in France. It was equally difficult for others to understand that I couldn’t pin one language as my first language.
Before joining the University of Poitiers as a teacher and a researcher, I worked as a French language teacher in a government-sponsored literacy and integration programme in Poitiers. I worked with immigrants and asylum-seekers from various parts of the world, helping them communicate in French. My own multilingual background helped me understand the processes that could be adopted by my students to communicate effectively in French.
At the University of Poitiers, I currently teach English to French speakers and I am conducting PhD research in Tandem Learning and the phonetic progression of participating students who come from 6 countries, including France. I study their individual processes and strategies that lead to acquisition of phonological structures. Thus the entire field of interlanguage is very important for my research which is multilingual.
My supervision team comprises of two academics, one French and one English, both equally fluent in both languages, making my research richer with their varied inputs and advice.