Goswami, S. (2026). Observing one of our own: Multimodal analysis of a queer lawyer’s opening statement at the 2023 equal marriage hearings in India. Journal of Language & Sexuality, 15(2), 237–262. John Benjamins. https://doi.org/10.1075/jls.24014.gos.
Goswami, S. (2025). Multilingualism and globalization in remote trans-Himalayan India: How topography and place-experience impact language learning. In U. Pradhan & M. Gupta (Eds.), Language education, politics and technology in South Asia: Shaping inclusive societies, identities, and futures (pp. 117–135). Routledge. DOI: 10.4324/9781003491347-10.
Goswami, S. (in press). Sociolinguistic prestige and reticence: The Bhoti Movement and Classical Tibetan's influence on Ladakhi literacy. In M. Gupta, Y. Sun, A. R. Datta, & B. Hewage (Eds.), Language, education, and shame: Historical, social, and cultural perspectives. Palgrave Macmillan.
Goswami, S. (2026). The political and social economy of multilingualism: A critical sociolinguistic ethnography of Leh, Ladakh (Publication No. 32578985) [Doctoral dissertation, Georgetown University]. ProQuest Dissertations & Theses Global. https://www.proquest.com/dissertations-theses/political-social-economy-multilingualism-critical/docview/3348740534/se-2.
Ortega, L., Goswami, S., Mukherjee, E., Elabdali, R., & Ashraf, H. (2026). Teaching Arabic as a global language in U.S. K-12 settings: How do teacher identity and critical language awareness matter? Georgetown University Initiative for Multilingual Studies. Qatar Foundation International. https://flare.shape404.agency/qfi-org/documents/b6646aa0ec852e85dc219261596fb4ad/Ortega_Final_Report.pdf
Goswami, S., Mukherjee, E., Elabdali, R., Ortega, L., & Ashraf, H. (2026). Critical language awareness in Arabic language teaching: Five modules for professional development. Georgetown University’s Initiative for Multilingual Studies. Qatar Foundation International, https://www.qfi.org/research/studies/teaching-arabic-as-a-global-language-in-us-k-12-settings/.
Goswami, S., & Ortega, L. (2022). Advanced oral proficiency in L2 Arabic: Successes and challenges of a nonnative-speaking Arabic teacher. OASIS Summary of Samimy, K. (2008) in Foreign Language Annals. https://oasis-database.org/.
Goswami, S., Ortega, L., & Chakrani, B. (2022). Attitudes towards different Arabic dialects and their speakers matter in interdialectal communication in the U.S. OASIS Summary of Chakrani, B. (2015) in Language and Communication. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Bilingual pedagogical strategies used by three teachers with bilingual Arabic-Hebrew kindergartners. OASIS Summary of Schwartz, M. & Asli, A. (2014) in Teaching and Teacher Education. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). How do Emirati teachers of Arabic address multilingualism and self-regulation in secondary classrooms? OASIS Summary of Tang, F. & Calafato, R. (2021) in Foreign Language Annals. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Integrating Arabic dialects in classroom instruction fosters L2 sociolinguistic competence. OASIS Summary of Nassif, L. & Al Masaeed, K. (2020) in Journal of Multilingual and Multicultural Development. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Language contact during a semester of study abroad drives Arabic oral competence. OASIS Summary of Trentman, E. (2017) in System. https://oasis-database.org/.\
Goswami, S., Ortega, L., & Shiri, S. (2022). Students’ views on Arabic dialect learning after two months of intensive study abroad. OASIS Summary of Shiri, S. (2013) in Foreign Language Annals. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Teacher resistance to written translanguaging in storybooks for Arabic-English bilingual children. OASIS Summary of Al-Bataineh, A. & Gallagher, K. (2021) in International Journal of Bilingual Education and Bilingualism. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Teachers’ experiences while teaching Arabic in K-12 schools in Israel. OASIS Summary of Saada, N. & Gross, Z. (2019) in Teaching and Teacher Education. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Teaching with use of the L1 can be more effective than L2-only teaching in beginning-level French and Arabic instruction. OASIS Summary of Brown, A. (2021) in Language Teaching Research. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Translanguaging in Arabic and English: Insights from two Emirati university students. OASIS Summary of Palfreyman, D. & Al-Bataineh, A. (2018) in Language Awareness. https://oasis-database.org/concern/summaries/j098zb67v?locale=en.
Goswami, S., & Ortega, L. (2022). Translanguaging in support of MSA learning: The case of an Arabic community/heritage school. OASIS Summary of Abourehab, Y. & Azaz, M. (2020) in Journal of Multilingual and Multicultural Development. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Using a spoken variety alongside MSA fosters pragmatic development in L2 Arabic study abroad. OASIS Summary of Al Masaeed, K. (2022) in Applied Linguistics. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). Using an Arabic language corpus to promote learner self-correction. OASIS Summary of Zaki, M. (2021) in International Journal of Applied Linguistics. https://oasis-database.org/.
Goswami, S., & Ortega, L. (2022). What can an exceptionally good nonnative speaker of Arabic tell us about the critical period? OASIS Summary of Ioup, G. et al. (1994) in Studies in Second Language Acquisition. https://oasis-database.org/.
Goswami, S. (2026, March 21–24). Multivocality in language planning: An ethnographic enquiry into Ladakh's linguistic future. American Association for Applied Linguistics Conference 2026, Houston, Texas, United States.
Mukherjee, E., & Goswami, S. (2025, September 12). How do teachers incorporate culture in the Arabic classroom? Insights from k–12 teachers in the United States. The Seventh Conference of the European Network for Teaching Arabic (ENTA-7), School of Oriental and African Studies (SOAS) University, London, United Kingdom.
Ortega, L., Goswami, S., Mukherjee, E., Elabdali, R., & Ashraf, H. (2025, June 9–13). “I fought for ‘āmmīyah”: Arabic language teachers navigating multilingual classroom pedagogies and monolingual-standard school policies [Abstract accepted but withdrawn for personal reasons]. The 15th International Symposium on Bilingualism (ISB15), Donostia-San Sebastián, Spain.
Goswami, S. (2024, March 16–19). The intertextual construction of 'thirdness' in India’s Supreme Court judgment on trans rights. American Association for Applied Linguistics Conference 2024, Houston, Texas, United States. Recipient of the 2024 Graduate Student Award from the American Association for Applied Linguistics.
Ortega, L., Elabdali, R., Ashraf, H., Goswami, S., & Mukherjee, E. (2024, March 16–19). Critical language awareness as a shaper of teacher identity: New insights from Arabic. American Association for Applied Linguistics Conference 2024, Houston, Texas, United States.
Ortega, L., Goswami, S., Ashraf, H., Elabdali, R., & Mukherjee, E. (2023, December 16–18). Teaching Arabic as a global language in US k-12 settings: How do teacher identity and critical language awareness matter?. Teaching and Learning Arabic from K to 16: Adjusting to New Realities. 7th International Conference on Arabic Language and Linguistics, American University, Cairo, Egypt.
Goswami, S. (2023, June 20). Multilingualism & globalization in remote trans-Himalayan India: How topography and place-experience impact language learning. Language Futures in South Asia: Sustainability, Inclusivity & Technology in Education. Education South Asia, Oxford Martin School, University of Oxford, United Kingdom.
Goswami, S. (2023, March 9–11). Being queer in India: Disparate bodies and mixed timeframes in a podcast storytelling episode. Lavender Languages and Linguistics Conference 29, Boise State University, Boise, Idaho, United States.
Goswami, S. (2022, November 21). Conversation analysis as research method: Perspectives from talk-in-interaction. Methodologies in Education—Early Career Research in South Asia. Education South Asia Seminar, University of Oxford, United Kingdom.
Goswami, S. (2025, October 15). Using linguistic ethnography to study the social economy of multilingualism in Himalayan India [Lecture Series]. Department of English, California State University Dominguez Hills, California.
Goswami, S. (2024, May 4). How literary theory helped me in discourse analytic linguistics research. Research, resistance and solidarity [2-day online research workshop]. Department of English, Ramjas College, University of Delhi.
Goswami, S. (2022, March 20). Being a queer applied linguist [Leader of Affinity Group Networking Event]. American Association for Applied Linguistics Conference 2, Pittsburgh, Pennsylvania, United States.