A unique collection honoring Guadalupe Valdés impact in the fields of bilingualism, language teaching and equity and access in education.
This book honors the impactful contributions of Guadalupe Valdés toward equity in multilingual schools and communities. As one of the first language education scholars to examine the vibrant language practices of bilingual users in the US Southwest, her work marked a departure from traditional foreign language approaches and sparked a movement focused on valuing heritage languages and creating more equitable educational systems for young people from linguistically minoritized backgrounds.
Influenced by the work of Professor Valdés, the contributors to this book draw on multiple aspects of her research to look at new ways of addressing equity and social justice for multilingual users in schools and communities.
Chapters focus on three major areas of her work: the nature of languages and literacies in multilingual contexts, language development in classrooms and communities, and equity and access. At the end of each section, short interludes describe contributors personal experiences of learning from and with Professor Valdés, providing insight into the practices of mentorship and professional development within the field.
This volume will appeal to students and researchers across bilingualism, applied linguistics and education, offering an overview of developments in these fields and directions for future research on equity in multilingual educational settings.
Recenzijas
This book is a fitting tribute to the esteemed scholar, Professor Guadalupe Valdés. Beyond serving as a tribute, this anthology affords readers chapters of high quality, written by scholars who have been influenced by her work and who continue her challenge of orthodoxy, especially in support of language-minoritized communities. Outstanding! * Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA * Guadalupe Valdés contributions are wonderfully documented in this exciting collection by a superb sample of her many students and colegas. They show that languages are living, ever-adapting, embodied ways of knowing and projecting the many social and cultural world views of multilinguals as they creatively navigate transborder systems of policies, national and institutional identity, and human relations anchored in community and family solidarity and pursuit of human rights. * Richard Durįn, University of California, Santa Barbara, USA * This book is a powerful reminder that we stand on the shoulders of giants. Honoring the life's work of Guadalupe Valdés, the contributors strike just the right balance between paying tribute to her legacy and transcending it to offer fresh insight that humanizes the struggles and triumphs of students and teachers striving for equity and linguistic justice. * Francis M. Hult, University of Maryland, Baltimore County (UMBC), USA *
Papildus informācija
A unique collection honoring Guadalupe Valdés impact in the fields of bilingualism, language teaching and equity and access in education
Contributors
Preface
Part 1: Conceptualizing the Nature of Language, Literacy and Bilingualism
Chapter
1. Aķda Walqui: Guadalupe Valdéss Ecological View of the Education
of Latino Students
Chapter
2. Amanda K. Kibler: The Stories Behind Multilingual Writers Texts:
Critical and Ecological Perspectives
Chapter
3. Jin Sook Lee and Hala Sun: Valorizing Heritage Language Speakers
Multicompetence: Sociolinguistic Justice for a Korean American Ethnolect
Chapter
4. Claudia V. Angelelli: Bilingualism, Heritage Languages and
Translation and Interpreting Studies: A Look Through Valdéss Lenses
Chapter
5. Kellie Rolstad and Jeff MacSwan: Bilingual Language Assessment: A
Persistent Case of Bias
Chapter
6. Ofelia Garcķa and Kate Menken: Developing Language versus Teaching
Language: Educating con Respeto y con Lupa
Chapter
7. Bryant Jensen: Interlude: 'Come Monday Morning': Practicality for
Language Equity in Schools
Chapter
8. Martha Castellón Palacios: Interlude: A Mentor for Life
Part 2: Creating Affordances for Language and Learning in Classrooms and
Communities
Chapter
9. George C. Bunch and Judit N. Moschkovich: Developing Young
Minds: Guadalupe Valdéss Contributions to Equitable Content-Area
Instruction for Multilingual Learners
Chapter
10. Eduardo Muńoz-Muńoz, Ramón Martķnez and Jonathan Rosa: Misma
Dirección, Distinto Sentido: Reconceptualizing Problems and Possibilities in
Educational Language Learning
Chapter
11. Marķa Luisa Parra Velasco and Christian J. Faltis: Envisioning an
Inclusive, Equitable and Just Language Education for Latinx Youth: Guadalupe
Valdéss Contributions to Spanish Teaching and Research
Chapter
12. Melinda Martin-Beltrįn: Critically Questioning and
Reconceptualizing Peer Interaction in Dual Language Bilingual Education
Chapter
13. Sarah Capitelli and Laura Alvarez: Beyond the Bits and Pieces:
Working with Novice Teachers to Reconceptualize Language in Practice
Chapter
14. Claudia Rodriguez-Mojica and Sara Rutherford-Quach:
Curricularizing Language: Examining Underlying Assumptions in Classroom
Practice
Chapter
15. Sarah Gallo: Transborder Parent Engagement Con Respeto
Chapter
16. Anita Hernįndez: Interlude: A Personal Reflection on Guadalupe
Valdés
Chapter
17. Lucinda Pease-Alvarez: Interlude: A Teacher Educators
Reflections on the Contributions of Guadalupe Valdés
Chapter
18. Susan Baker and Elsa Billings: Interlude: An Expression of
Gratitude and Affection
Part 3: Educational Access, Equity and Justice
Chapter
19. John Baugh and Ana Celia Zentella: E Pluribus Unum: Black and
Brown Linguistic Liberation in US Schools and Society
Chapter
20. Terrence G. Wiley: Heritage and Community Languages and
Education: Revisiting Valdéss Cautionary Concerns
Chapter
21. Luis E. Poza and Maneka D. Brooks: 'A Special Case of Bias':
Racialized Bilinguals, Testing and the Allocation of Opportunity
Chapter
22. Karen D. Thompson: Revisiting Whether Separate is Always Unequal:
Reconsidering Education Policy for Multilingual Students
Chapter
23. Deborah K. Palmer, Claudia G. Cervantes-Soon and Juan A. Freire:
When You Let White Kids in the Door: Unpacking Whiteness and Integration in
Dual-Language Bilingual Education
Chapter
24. Lily Wong Fillmore: From Research to Practice: Guadalupe Valdéss
Work on Strengthening Communities with Language
Chapter
25. Greses Pérez, Karla Lomelķ, Alexander Mejia and Courtney Peńa:
Interlude: Abriendo Puertas: Lessons from la Gran Maestra
Chapter
26. Kenji Hakuta: Interlude: In the Shadow of the Curriculum Vita:
Reflections on the Impact of Guadalupe Valdés on the Education Environment
Guadalupe Valdés: Concluding Thoughts
Index
Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA. Her scholarship focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds.
Aķda Walqui is Principal Investigator and Director of the National Research and Development Center to Improve the Education of English Learners in Secondary Schools, housed at WestEd, USA. Her work focuses on the development of teacher expertise to realize the immense potential of multilingual learners.
George C. Bunch is Professor and Education Department Chair at the University of California, Santa Cruz, USA. His research focuses on curricula, policies, and teacher preparation designed to serve multilingual learners in K-12 and higher education.
Christian J. Faltis is Professor of Bilingual Education and Chair of Educational Programs at Texas A&M International University, USA. He is Professor Emeritus at the University of California, Davis, USA. His research focuses on bilingualism and bilingual teacher education. He is also an artist.
