Fernando Rodriguez-Valls
Biographic Data
| ID | 777513 |
|---|---|
| NAME | Fernando Rodriguez-Valls |
| GIVEN NAMES | Fernando |
| FAMILY NAME | Rodriguez-Valls |
| SIGNATURE | RODRIGUEZ-VALLS F |
| AFFILIATIONS | California State University, Fullerton |
| ORCID | 0000-0001-6564-6863 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Multilingual Literacy for All? Aligning Clinical Practice of Bilingual Teacher Candidates in California
Literacy is at the core of teaching. Teacher candidates in California need to complete a minimum of 400 h of clinical practice, the key component for their training. The Teacher Performance Expectations (TPE) standards that guide the evaluation of bilingual teacher candidates have added TPE7 specifically on Literacy. The state evaluation tools for clinical practice—the California Teacher Performance Assessment (CALTPA), the edTPA, and the Fresno …
Reframing Single Subject Teacher Education Programs: An Exploratory Analysis of Teacher Candidates’ Perceptions and Predispositions on Emergent Bilingual Students
Creating Linguistically Inclusive Spaces for Newcomer and Emergent Plurilingual Students Through Youth Participatory Action Research
Reimaging Bilingual Education in California: A Critical Analysis of Bilingual Teacher Performance Expectations (BTPE)
‘I found comfort in Spanglish: ’ Translanguaging and the linguistic experiences of bilingual teacher candidates in rural California
A new bilingual/plurilingual education renaissance in California was ushered in with the passage of state Proposition 58 in 2016. Program planners, however, have struggled to meet the need for bilingual/plurilingual teachers within a linguistic context ravaged by two decades of restrictive policies. This restrictionism has resulted in an entire generation of would-be bilingual teacher candidates growing up without formal academic support for bili…
The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: A readying examination of current practices, needs, and potentialities
Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation perspective and from daily teaching and learning in DI cla…
Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency and Authority through Enactments of Authentic Cariño
U.S. educational systems routinely dismiss and discount the voices of newcomer and emergent plurilingual students, and instead privilege ideologies of whiteness, ability, and English monolingualism. In this paper, we use a case study from a month-long arts- and literacy-rich summer program in Southern California to examine how three educators’ enactment of authentic cariño led them to disrupt culturally and linguistically subtractive practices an…
Plurilingualism within the global village: A comparative analysis of California and Catalonia attempts for linguistic equity
Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms
Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a backgro…
La poesía en el aula de doble inmersión: Claves didácticas y de concienciación para el desarrollo de literacidad crítica e identidad
La poesía es un género literario usado en los primeros años de la vida y educación cotidianamente. A medida que el niño crece, deja gradualmente de utilizarse hasta casi desparecer del currículo en secundaria. Utilizar la poesía en el aula de programas de doble inmersión es un recurso favorecedor del desarrollo lingüístico (en la L1 o L2) y de las habilidades críticas y analíticas. Trabajar con la poesía ayuda a maestros y estudiantes a indagar e…
El español como herramienta para forjar una globalización inclusiva: Equidad lingüística en las aulas de doble inmersión de California
The growth in the number of Spanish-English double immersion programs in the United States calls for an obligatory analysis of the role that Spanish will play as a vehicular language within the classroom and as an enriching nexus of Spanish society. In this theoretical article, we will review the negative impact and linguistic segregation of measures, such as Proposition 227 in California, and then we explore the role that Spanish may have, once …
"Learning to "brave up: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In thi…
Vernacular Conversations on Immigration and Border- Crossing: A Narrative-Oriented Action Research Project
Borders like words are arbitrary symbols designed to frame our human need to control space, time, and language. We, transforming educators, during our daily practices constantly question if this necessity for cultural structure contributes to protect primeval knowledge generated within the communities or to the contrary this structure generates ethnocentric segregation scanning wisdom as meaningless merchandise individuals bear when crossing bord…
Fostering a Culture of Discourse in Secondary Mathematics Classrooms: Equity Approaches in Teaching and Teacher Education for Emergent Bilingual Students
The continued proliferation of linguistic diversity in US mainstream classrooms, coupled with the language demands of the Common Core State Standards for mathematics instruction (CCSSM), and the National Council of Teachers of Mathematics’ Principles to Actions (PtA), has prompted educational researchers to identify effective, linguistically relevant practices for preparing secondary mathematics educators adept at meeting the needs of emergent bi…
Los Procesos de Calidad en la Enseñanza de la Lectura, Origen de un Saber Democrático y Participativo
En los últimos diez años, los resultados en los exámenes estatales obtenidos por los estudiantes adolescentes de los grados ocho a doce han marcado los procesos de calidad en los programas educativos de las escuelas públicas en los Estados Unidos. Una consecuencia de esta dinámica es la tendencia en los distritos escolares a implementar programas de lectura para adolescentes que se centran casi exclusivamente en enseñar a “leer para aprobar”. En …
Developing Teaching-Specific Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach
The emergence of K-12 bilingual/dual-language schools11 Although we recognize the distinction between “dynamic” forms of bilingualism characteristic of bilingual education programs and “compartmentalized” forms generally characteristic of “dual-language” programs (García, 2014), in this article we employ the term “bilingual/dual-language education” to include both programmatic approaches and to reclaim the term “bilingual.” in the United States r…
Coexisting Languages: Reading Bilingual Books with Biliterate Eyes
This article presents the outcomes of a biliteracy project designed, following an action-learning methodology, to supplement the district-mandated literacy programs with afterschool reading cooperatives where 100 families whose children were enrolled in an elementary school located in the Imperial Valley, California, and teachers dialogically read bilingual books. The outcomes of this project suggest that parents whose children attend schools in …
Coexisting Languages: Reading Bilingual Books with Biliterate Eyes
This article presents the outcomes of a biliteracy project designed, following an action-learning methodology, to supplement the district-mandated literacy programs with afterschool reading cooperatives where 100 families whose children were enrolled in an elementary school located in the Imperial Valley, California, and teachers dialogically read bilingual books. The outcomes of this project suggest that parents whose children attend schools in …
"Learning to "brave up: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In thi…
Plurilingualism within the global village: A comparative analysis of California and Catalonia attempts for linguistic equity
Developing Teaching-Specific Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach
The emergence of K-12 bilingual/dual-language schools11 Although we recognize the distinction between “dynamic” forms of bilingualism characteristic of bilingual education programs and “compartmentalized” forms generally characteristic of “dual-language” programs (García, 2014), in this article we employ the term “bilingual/dual-language education” to include both programmatic approaches and to reclaim the term “bilingual.” in the United States r…
Coexisting Languages: Reading Bilingual Books with Biliterate Eyes
This article presents the outcomes of a biliteracy project designed, following an action-learning methodology, to supplement the district-mandated literacy programs with afterschool reading cooperatives where 100 families whose children were enrolled in an elementary school located in the Imperial Valley, California, and teachers dialogically read bilingual books. The outcomes of this project suggest that parents whose children attend schools in …
Fostering a Culture of Discourse in Secondary Mathematics Classrooms: Equity Approaches in Teaching and Teacher Education for Emergent Bilingual Students
The continued proliferation of linguistic diversity in US mainstream classrooms, coupled with the language demands of the Common Core State Standards for mathematics instruction (CCSSM), and the National Council of Teachers of Mathematics’ Principles to Actions (PtA), has prompted educational researchers to identify effective, linguistically relevant practices for preparing secondary mathematics educators adept at meeting the needs of emergent bi…
Los Procesos de Calidad en la Enseñanza de la Lectura, Origen de un Saber Democrático y Participativo
En los últimos diez años, los resultados en los exámenes estatales obtenidos por los estudiantes adolescentes de los grados ocho a doce han marcado los procesos de calidad en los programas educativos de las escuelas públicas en los Estados Unidos. Una consecuencia de esta dinámica es la tendencia en los distritos escolares a implementar programas de lectura para adolescentes que se centran casi exclusivamente en enseñar a “leer para aprobar”. En …
Developing Teaching-Specific Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach
The emergence of K-12 bilingual/dual-language schools11 Although we recognize the distinction between “dynamic” forms of bilingualism characteristic of bilingual education programs and “compartmentalized” forms generally characteristic of “dual-language” programs (García, 2014), in this article we employ the term “bilingual/dual-language education” to include both programmatic approaches and to reclaim the term “bilingual.” in the United States r…
Vernacular Conversations on Immigration and Border- Crossing: A Narrative-Oriented Action Research Project
Borders like words are arbitrary symbols designed to frame our human need to control space, time, and language. We, transforming educators, during our daily practices constantly question if this necessity for cultural structure contributes to protect primeval knowledge generated within the communities or to the contrary this structure generates ethnocentric segregation scanning wisdom as meaningless merchandise individuals bear when crossing bord…
La poesía en el aula de doble inmersión: Claves didácticas y de concienciación para el desarrollo de literacidad crítica e identidad
La poesía es un género literario usado en los primeros años de la vida y educación cotidianamente. A medida que el niño crece, deja gradualmente de utilizarse hasta casi desparecer del currículo en secundaria. Utilizar la poesía en el aula de programas de doble inmersión es un recurso favorecedor del desarrollo lingüístico (en la L1 o L2) y de las habilidades críticas y analíticas. Trabajar con la poesía ayuda a maestros y estudiantes a indagar e…
El español como herramienta para forjar una globalización inclusiva: Equidad lingüística en las aulas de doble inmersión de California
The growth in the number of Spanish-English double immersion programs in the United States calls for an obligatory analysis of the role that Spanish will play as a vehicular language within the classroom and as an enriching nexus of Spanish society. In this theoretical article, we will review the negative impact and linguistic segregation of measures, such as Proposition 227 in California, and then we explore the role that Spanish may have, once …
"Learning to "brave up: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In thi…
Plurilingualism within the global village: A comparative analysis of California and Catalonia attempts for linguistic equity
Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms
Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a backgro…
‘I found comfort in Spanglish: ’ Translanguaging and the linguistic experiences of bilingual teacher candidates in rural California
A new bilingual/plurilingual education renaissance in California was ushered in with the passage of state Proposition 58 in 2016. Program planners, however, have struggled to meet the need for bilingual/plurilingual teachers within a linguistic context ravaged by two decades of restrictive policies. This restrictionism has resulted in an entire generation of would-be bilingual teacher candidates growing up without formal academic support for bili…
The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California: A readying examination of current practices, needs, and potentialities
Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current experiences both from the teacher preparation perspective and from daily teaching and learning in DI cla…
Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency and Authority through Enactments of Authentic Cariño
U.S. educational systems routinely dismiss and discount the voices of newcomer and emergent plurilingual students, and instead privilege ideologies of whiteness, ability, and English monolingualism. In this paper, we use a case study from a month-long arts- and literacy-rich summer program in Southern California to examine how three educators’ enactment of authentic cariño led them to disrupt culturally and linguistically subtractive practices an…
Reimaging Bilingual Education in California: A Critical Analysis of Bilingual Teacher Performance Expectations (BTPE)
Multilingual Literacy for All? Aligning Clinical Practice of Bilingual Teacher Candidates in California
Literacy is at the core of teaching. Teacher candidates in California need to complete a minimum of 400 h of clinical practice, the key component for their training. The Teacher Performance Expectations (TPE) standards that guide the evaluation of bilingual teacher candidates have added TPE7 specifically on Literacy. The state evaluation tools for clinical practice—the California Teacher Performance Assessment (CALTPA), the edTPA, and the Fresno …
Reframing Single Subject Teacher Education Programs: An Exploratory Analysis of Teacher Candidates’ Perceptions and Predispositions on Emergent Bilingual Students
Creating Linguistically Inclusive Spaces for Newcomer and Emergent Plurilingual Students Through Youth Participatory Action Research
Sociology (14 works) · Multilingual Education and Policy (13 works) · Pedagogy (11 works) · Psychology (10 works) · Bilingual education (9 works) · Second Language Learning and Teaching (9 works) · Mathematics education (8 works) · Linguistics (6 works) · EFL/ESL Teaching and Learning (5 works) · Neuroscience of multilingualism (5 works)