Verónica E Valdez
Biographic Data
| ID | 782136 |
|---|---|
| NAME | Verónica E Valdez |
| GIVEN NAMES | Verónica E |
| FAMILY NAME | Valdez |
| SIGNATURE | VALDEZ V E |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-1932-1096 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 70 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Secondary Chinese teachers’ barriers to developing critical consciousness in Mandarin Chinese dual language bilingual education classrooms
Critical Reflection & the Fostering of Community-Centric Authentic Cariño to Transform In-Service Teachers’ Engagement with Multilingual Communities
Not for us
Drawing on a raciolinguistic and AsianCrit lens, we analyze the voices of first-generation Chinese immigrant parents regarding their decisions on whether to enroll their children in Mandarin Chinese dual language bilingual education (DLBE) programs. Our findings reveal Chinese immigrant parents’ lack of confidence in DLBE programs as a space created for them or a program that can effectively serve their children’s English learning and academic ne…
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using …
The Holistic Analysis of Multicultural Teaching Framework
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a stu…
Life course, sociocultural factors and disordered eating in adult Mexican women
Language as Whose Resource
Utah’s public schools are home to an increasing number of K/1–6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL—maintenance, heritage, and world language—then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their i…
Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy
Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally rel…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.…
The Gentrification of Dual Language Education
Multimodal Self-Authoring Across Bi/Multilingual Educator and Student Learning Spaces
Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto Bilingüe and Critical Education Studies. Following one educator from each of these settings into a classroom and into digital spaces respectively, the authors t…
Latina Early Childhood Teachers Negotiating Language Policies en la Frontera
Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers’ language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with the emergent bilingual children in their classrooms. Despite a stated institutional language policy that v…
Good’ students and ‘involved’ mothers
Drawing from two in‐depth qualitative studies, we used a sociocultural lens for a cross‐case analysis examining how Latin@s’ participation in schools is affected by ideological messages that subordinately position them in terms of their ethnicity, class, and immigrant status. We identified a range of dynamic responses to the school’s normalization pressures: (1) echando ganas [giving it their all] in school while labeled ‘at risk’, (2) living thr…
The Gentrification of Dual Language Education
Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy
Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally rel…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.…
Multimodal Self-Authoring Across Bi/Multilingual Educator and Student Learning Spaces
Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto Bilingüe and Critical Education Studies. Following one educator from each of these settings into a classroom and into digital spaces respectively, the authors t…
Latina Early Childhood Teachers Negotiating Language Policies en la Frontera
Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers’ language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with the emergent bilingual children in their classrooms. Despite a stated institutional language policy that v…
Good’ students and ‘involved’ mothers
Drawing from two in‐depth qualitative studies, we used a sociocultural lens for a cross‐case analysis examining how Latin@s’ participation in schools is affected by ideological messages that subordinately position them in terms of their ethnicity, class, and immigrant status. We identified a range of dynamic responses to the school’s normalization pressures: (1) echando ganas [giving it their all] in school while labeled ‘at risk’, (2) living thr…
The Holistic Analysis of Multicultural Teaching Framework
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a stu…
Life course, sociocultural factors and disordered eating in adult Mexican women
Good’ students and ‘involved’ mothers
Drawing from two in‐depth qualitative studies, we used a sociocultural lens for a cross‐case analysis examining how Latin@s’ participation in schools is affected by ideological messages that subordinately position them in terms of their ethnicity, class, and immigrant status. We identified a range of dynamic responses to the school’s normalization pressures: (1) echando ganas [giving it their all] in school while labeled ‘at risk’, (2) living thr…
Latina Early Childhood Teachers Negotiating Language Policies en la Frontera
Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers’ language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with the emergent bilingual children in their classrooms. Despite a stated institutional language policy that v…
Multimodal Self-Authoring Across Bi/Multilingual Educator and Student Learning Spaces
Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto Bilingüe and Critical Education Studies. Following one educator from each of these settings into a classroom and into digital spaces respectively, the authors t…
The (Dis)inclusion of Latina/o Interests from Utah’s Dual Language Education Boom
Utah’s state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.…
The Gentrification of Dual Language Education
Language as Whose Resource
Utah’s public schools are home to an increasing number of K/1–6 dual language (DL) programs established through a state-centralized model that has sparked interest domestically and internationally. We theorize three potential constituencies of DL—maintenance, heritage, and world language—then use critical discourse analysis to examine how equitably multiple official state promotional materials discursively portray these constituencies and their i…
Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy
Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing on pláticas as a method, four primary barriers were identified: lack of time, lack of culturally rel…
Life course, sociocultural factors and disordered eating in adult Mexican women
The Holistic Analysis of Multicultural Teaching Framework
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a stu…
Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90
Bilingual education—chiefly the subcategory of dual language bilingual education—has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the fiftyfication of dual language bilingual education policy, where privilege is placed on a 50:50 balance of language allocation between English and the partner language. Using …
Not for us
Drawing on a raciolinguistic and AsianCrit lens, we analyze the voices of first-generation Chinese immigrant parents regarding their decisions on whether to enroll their children in Mandarin Chinese dual language bilingual education (DLBE) programs. Our findings reveal Chinese immigrant parents’ lack of confidence in DLBE programs as a space created for them or a program that can effectively serve their children’s English learning and academic ne…
Critical Reflection & the Fostering of Community-Centric Authentic Cariño to Transform In-Service Teachers’ Engagement with Multilingual Communities
Secondary Chinese teachers’ barriers to developing critical consciousness in Mandarin Chinese dual language bilingual education classrooms
Pedagogy (12 works) · Sociology (12 works) · Multilingual Education and Policy (9 works) · Psychology (9 works) · Political science (8 works) · Global Education and Multiculturalism (7 works) · Dual language (6 works) · Educator Training and Historical Pedagogy (6 works) · Bilingual education (5 works) · Linguistics (5 works)