Christian Faltis
Biographic Data
| ID | 533936 |
|---|---|
| NAME | Christian Faltis |
| GIVEN NAMES | Christian |
| FAMILY NAME | Faltis |
| SIGNATURE | FALTIS C |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-1850-0754 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Framing bilingualism within the context of a transnational border: Place-based and place-conscious enactments for two kinds of bilingual youth in Laredo, Texas
In this paper, the bilingualism of local communities and the way that a group of high school teachers discuss and understand bilingualism and biliteracy of two kinds of bilingual youth are examined from a place-based, place-conscious perspective. The high school teachers want to create a new dual language program for local students from Laredo and students from across the Rio Grande River, Nuevo Laredo. The paper shows how the teachers’ language …
Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs
In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in a large Midwestern city. We propose that the children's use of dual languaging practices was a tactic…
This Issue
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators
Acquiring Academic Language Practices in Prison in Aztlán: Fake It Until You Make It
This study explores schooling in prison for young Chicano bilingual men as they work toward their GED. Using Gee's notion of “mushfaking,” the study focuses on the experiences of two young men, Benny and Flaco, who partially acquire, use, value, and believe in the power of academic register Discourses for “sounding smart” in a social context that call for mushfaking those Discourses. Mushfaking was defined as the temporary use of social practices…
Art and Text as Living Inquiry into Anti-Immigration Discourse
This paper examines the connections between art and text regarding the (mis) treatment of Mexican immigrants, particularly in schools. The paper discusses the harsh realities of anti-immigrant discourse through a series of oil paintings created to depict selected issues of Mexican immigrant experiences that are also written about in text. The main argument of this paper is that art expands the imagination of written text to provoke meanings that …
Identifying Relevant Competencies for Secondary Teachers of English Learners
This study examined the English Learner (EL) teacher knowledge base from three perspectives: (a) competencies the current literature recommends that all teachers need know and use for teaching English learners in their content classes, (b) competencies the current literature recommends secondary teachers of English learners need to know and use for teaching English learners across the grades, and (c) views practicing secondary teachers of English…
Bilingualism and schooling as political and social struggles
Learning to Teach Content Bilingually in a Middle School Bilingual Classroom
The purpose of this year long study was to work with two Spanish-English bilingual middle school teachers who primarily used translation to ensure language comprehension and (1) re-orient them to an alternative perspective on learning and (2) teach them a new way of interacting with students bilingually during content teaching. The study addressed the following research questions: 1) How were teachers’ views about bilingual teaching and how stude…
Languages in School and Society: Policy and Pedagogy
Learning English as an Additional Language in K-12 Schools
This special-topic issue of the TESOL Quarterly is dedicated to immigrant and native language minority learners worldwide who enter K-12 schools proficient in a language other than English and who bring with them linguistic, cultural, and social traditions that are often distinctly different from those assumed by the schools. Frequently English learners in English-speaking countries face a challenge and a prejudice that most English-speaking stud…
Joinfostering: Adapting Teaching Strategies for the Multilingual Classroom
to gauge. However, if one goes by the content, the book has met its aim to pedagogically provoke the reader. Perhaps expecting anything more from a single book not intended to be a book of answers ... but . .. of explorations (p. xviii) is unwarranted. Designed in self-instructional patterns, the book's refreshingly nontechnical approach distinguishes it from the rest in the field. Each chapter ends with Discussion Starters, Practical Activities,…
In This Issue
Critical issues in the use of sheltered content teaching in high school bilingual programs
(1993). Critical issues in the use of sheltered content teaching in high school bilingual programs. Peabody Journal of Education: Vol. 69, Trends in Bilingual Education at the Secondary School Level, pp. 136-151
Speakers of languages other than English in the secondary school: Accomplishments and struggles
Spanish for Native Speakers: Freirian and Vygotskian Perspectives
This article offers an alternative to the two approaches to teaching Spanish to adolescent and college level bilingual native speakers interested in developing their Spanish abilities. The argument is made that both the “limited normative” and the “comprehensive” approaches to Spanish for native speakers (SNS) strongly reflect synthetic and banking education curricular perspectives. Consequently, students are denied a voice in a curriculum that i…
Code‐switching and bilingual schooling: An examination of Jacobson's new concurrent approach
This article describes the New Concurrent Approach to bilingual instruction. This approach systematically incorporates inter‐sentential code‐switching as a means for teaching content to limited English proficient children raised in a bilingual environment. The article examines how code‐switching present in bilingual communities has been incorporated and adapted for instruction, and how the adaptation contributes to the balanced distribution of th…
Sway Students in the Foreign Language Classroom
A sway student in the foreign language classroom is a student who is not only capable of displaying linguistic knowledge, but also knows when and how to interact appropriately with the teacher. This study examines how six sway students affected the organization of interaction and language development in a traditional high school Spanish class . *The data indicate that the teacher selectively organized interaction around sway students at key point…
A Commentary on Krashen's Input Hypothesis
Krashen, Stephen. 1981. Letter to the Editor. Language Learning 31:217-221. Krashen, Stephen. 1982. Principles and practice in second language acquisition. New York: Pergamon. Long, Michael. 1983. Input and second language acquisition theory. Paper presented at the 10th University of Michigan Conference on Applied Linguistics, Ann Arbor, Michigan, October 28-30, 1983. Reynolds, Paul Davidson. 1971. A primer in theory construction. Indianapolis: B…
Research Notes
"Comments on Christina Bratt Paulston's "Biculturalism: "Some Reflections and Speculations" (Tesol Quarterly, December, 1978)
Christian Jan Faltis, Comments on Christina Bratt Paulston's "Biculturalism: Some Reflections and Speculations" (TESOL Quarterly, December, 1978), TESOL Quarterly, Vol. 13, No. 3 (Sep., 1979), pp. 438-440
Spanish for Native Speakers: Freirian and Vygotskian Perspectives
This article offers an alternative to the two approaches to teaching Spanish to adolescent and college level bilingual native speakers interested in developing their Spanish abilities. The argument is made that both the “limited normative” and the “comprehensive” approaches to Spanish for native speakers (SNS) strongly reflect synthetic and banking education curricular perspectives. Consequently, students are denied a voice in a curriculum that i…
Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs
In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in a large Midwestern city. We propose that the children's use of dual languaging practices was a tactic…
Identifying Relevant Competencies for Secondary Teachers of English Learners
This study examined the English Learner (EL) teacher knowledge base from three perspectives: (a) competencies the current literature recommends that all teachers need know and use for teaching English learners in their content classes, (b) competencies the current literature recommends secondary teachers of English learners need to know and use for teaching English learners across the grades, and (c) views practicing secondary teachers of English…
Code‐switching and bilingual schooling: An examination of Jacobson's new concurrent approach
This article describes the New Concurrent Approach to bilingual instruction. This approach systematically incorporates inter‐sentential code‐switching as a means for teaching content to limited English proficient children raised in a bilingual environment. The article examines how code‐switching present in bilingual communities has been incorporated and adapted for instruction, and how the adaptation contributes to the balanced distribution of th…
Learning English as an Additional Language in K-12 Schools
This special-topic issue of the TESOL Quarterly is dedicated to immigrant and native language minority learners worldwide who enter K-12 schools proficient in a language other than English and who bring with them linguistic, cultural, and social traditions that are often distinctly different from those assumed by the schools. Frequently English learners in English-speaking countries face a challenge and a prejudice that most English-speaking stud…
Art and Text as Living Inquiry into Anti-Immigration Discourse
This paper examines the connections between art and text regarding the (mis) treatment of Mexican immigrants, particularly in schools. The paper discusses the harsh realities of anti-immigrant discourse through a series of oil paintings created to depict selected issues of Mexican immigrant experiences that are also written about in text. The main argument of this paper is that art expands the imagination of written text to provoke meanings that …
Learning to Teach Content Bilingually in a Middle School Bilingual Classroom
The purpose of this year long study was to work with two Spanish-English bilingual middle school teachers who primarily used translation to ensure language comprehension and (1) re-orient them to an alternative perspective on learning and (2) teach them a new way of interacting with students bilingually during content teaching. The study addressed the following research questions: 1) How were teachers’ views about bilingual teaching and how stude…
"Comments on Christina Bratt Paulston's "Biculturalism: "Some Reflections and Speculations" (Tesol Quarterly, December, 1978)
Christian Jan Faltis, Comments on Christina Bratt Paulston's "Biculturalism: Some Reflections and Speculations" (TESOL Quarterly, December, 1978), TESOL Quarterly, Vol. 13, No. 3 (Sep., 1979), pp. 438-440
Research Notes
A Commentary on Krashen's Input Hypothesis
Krashen, Stephen. 1981. Letter to the Editor. Language Learning 31:217-221. Krashen, Stephen. 1982. Principles and practice in second language acquisition. New York: Pergamon. Long, Michael. 1983. Input and second language acquisition theory. Paper presented at the 10th University of Michigan Conference on Applied Linguistics, Ann Arbor, Michigan, October 28-30, 1983. Reynolds, Paul Davidson. 1971. A primer in theory construction. Indianapolis: B…
Sway Students in the Foreign Language Classroom
A sway student in the foreign language classroom is a student who is not only capable of displaying linguistic knowledge, but also knows when and how to interact appropriately with the teacher. This study examines how six sway students affected the organization of interaction and language development in a traditional high school Spanish class . *The data indicate that the teacher selectively organized interaction around sway students at key point…
Code‐switching and bilingual schooling: An examination of Jacobson's new concurrent approach
This article describes the New Concurrent Approach to bilingual instruction. This approach systematically incorporates inter‐sentential code‐switching as a means for teaching content to limited English proficient children raised in a bilingual environment. The article examines how code‐switching present in bilingual communities has been incorporated and adapted for instruction, and how the adaptation contributes to the balanced distribution of th…
Spanish for Native Speakers: Freirian and Vygotskian Perspectives
This article offers an alternative to the two approaches to teaching Spanish to adolescent and college level bilingual native speakers interested in developing their Spanish abilities. The argument is made that both the “limited normative” and the “comprehensive” approaches to Spanish for native speakers (SNS) strongly reflect synthetic and banking education curricular perspectives. Consequently, students are denied a voice in a curriculum that i…
Critical issues in the use of sheltered content teaching in high school bilingual programs
(1993). Critical issues in the use of sheltered content teaching in high school bilingual programs. Peabody Journal of Education: Vol. 69, Trends in Bilingual Education at the Secondary School Level, pp. 136-151
Speakers of languages other than English in the secondary school: Accomplishments and struggles
Learning English as an Additional Language in K-12 Schools
This special-topic issue of the TESOL Quarterly is dedicated to immigrant and native language minority learners worldwide who enter K-12 schools proficient in a language other than English and who bring with them linguistic, cultural, and social traditions that are often distinctly different from those assumed by the schools. Frequently English learners in English-speaking countries face a challenge and a prejudice that most English-speaking stud…
Joinfostering: Adapting Teaching Strategies for the Multilingual Classroom
to gauge. However, if one goes by the content, the book has met its aim to pedagogically provoke the reader. Perhaps expecting anything more from a single book not intended to be a book of answers ... but . .. of explorations (p. xviii) is unwarranted. Designed in self-instructional patterns, the book's refreshingly nontechnical approach distinguishes it from the rest in the field. Each chapter ends with Discussion Starters, Practical Activities,…
In This Issue
Learning to Teach Content Bilingually in a Middle School Bilingual Classroom
The purpose of this year long study was to work with two Spanish-English bilingual middle school teachers who primarily used translation to ensure language comprehension and (1) re-orient them to an alternative perspective on learning and (2) teach them a new way of interacting with students bilingually during content teaching. The study addressed the following research questions: 1) How were teachers’ views about bilingual teaching and how stude…
Languages in School and Society: Policy and Pedagogy
Bilingualism and schooling as political and social struggles
Identifying Relevant Competencies for Secondary Teachers of English Learners
This study examined the English Learner (EL) teacher knowledge base from three perspectives: (a) competencies the current literature recommends that all teachers need know and use for teaching English learners in their content classes, (b) competencies the current literature recommends secondary teachers of English learners need to know and use for teaching English learners across the grades, and (c) views practicing secondary teachers of English…
Art and Text as Living Inquiry into Anti-Immigration Discourse
This paper examines the connections between art and text regarding the (mis) treatment of Mexican immigrants, particularly in schools. The paper discusses the harsh realities of anti-immigrant discourse through a series of oil paintings created to depict selected issues of Mexican immigrant experiences that are also written about in text. The main argument of this paper is that art expands the imagination of written text to provoke meanings that …
Acquiring Academic Language Practices in Prison in Aztlán: Fake It Until You Make It
This study explores schooling in prison for young Chicano bilingual men as they work toward their GED. Using Gee's notion of “mushfaking,” the study focuses on the experiences of two young men, Benny and Flaco, who partially acquire, use, value, and believe in the power of academic register Discourses for “sounding smart” in a social context that call for mushfaking those Discourses. Mushfaking was defined as the temporary use of social practices…
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators
Dual Languaging as Strategy and Translanguaging as Tactic in Two-Way Dual Language Programs
In this article we draw on translanguaging theory and notions of strategies and tactics as a way to understand what we refer to as dual languaging in the context of TWDL schooling. We provide examples of dual languaging practices in fourth-grade math and social studies lessons that took place in a Spanish-English TWDL elementary school located in a large Midwestern city. We propose that the children's use of dual languaging practices was a tactic…
This Issue
Framing bilingualism within the context of a transnational border: Place-based and place-conscious enactments for two kinds of bilingual youth in Laredo, Texas
In this paper, the bilingualism of local communities and the way that a group of high school teachers discuss and understand bilingualism and biliteracy of two kinds of bilingual youth are examined from a place-based, place-conscious perspective. The high school teachers want to create a new dual language program for local students from Laredo and students from across the Rio Grande River, Nuevo Laredo. The paper shows how the teachers’ language …
Psychology (16 works) · Multilingual Education and Policy (15 works) · Pedagogy (15 works) · Linguistics (14 works) · Sociology (14 works) · EFL/ESL Teaching and Learning (13 works) · Mathematics education (12 works) · Second Language Learning and Teaching (11 works) · Philosophy (6 works) · Bilingual education (5 works)