Guadalupe Valdes
Dados Biográficos
| ID | 81476 |
|---|---|
| NOME | Guadalupe Valdes |
| PRENOMES | Guadalupe |
| SOBRENOME | Valdes |
| ASSINATURA | VALDES G |
| AFILIAÇÕES | Stanford University |
| ORCID | 0000-0003-1373-6802 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 39 |
| TOTAL DE CITAÇÕES | 212 |
| TOTAL COMO AUTOR | 39 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1981 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 7 |
Heritage Language Learners and Language Teaching
In this entry, we define and contextualize the term “heritage language,” which emerged in the 1980s in applied linguistics and has since been applied in both scholarly contexts and educational settings. We mainly discuss the educational paradigm's definition of the term, which, in order to conceptualize and concretize possibilities of language learning and transmission, emphasizes socially contextual use in multilingual environments, language min…
Expanding participation
In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making interactions with peers. By analyzing their participation over a school year, we provide a vision of newcomers’…
Social Justice Challenges of “Teaching” Languages
This essay explores the challenges to linguistic justice resulting from widely held negative perspectives on the English of young Latinx bi/multilinguals and from common misunderstandings of individuals who use resources from two communicative systems in their everyday lives. I highlight the effects of these misunderstandings on Long-Term English Learners as they engage with the formal teaching of English. I specifically problematize language ins…
Language & Social Justice in the United States
In recent decades, the United States has witnessed a noteworthy escalation of academic responses to long-standing social and racial inequities in its society. In this process, research, advocacy, and programs supporting diversity and inclusion initiatives have grown. A set of themes and their relevant discourses have now developed in most programs related to diversity and inclusion; for example, current models are typically designed to include a …
Toward an Integrated Practice
Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th grade teachers to pilot inquiry-based science units designed for linguistically diverse classrooms. Thr…
Towards Educational Dignity
Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGuadalupe ValdésGuadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education, Emerita at Stanford University. Much of her work has focused on the English-Spanish bilingualism of Latinos in the United States and on discovering and describing how two languages are developed, used, and maintained by individuals who b…
Threading systemic change for language equity in schools
We identify contributions in this special issue in terms of two essential ways of threading systemic change for language equity in schools: theories/concepts from school governance down to classroom practice, and values/morals from practical realities in classrooms up. We characterize ‘language equity’ as a sense of belonging and meaningful participation in academic activity for linguistically-minoritized students, and show how threading concepts…
Verde is Not the Word for Green in Spanish
Teachers Learning to Implement Equitable Classroom Talk
Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)—that is, meaningful par…
(Mis)educating the children of Mexican-origin people in the United States
This article maintains that in spite of their seeming progress, Mexican-origin students in the US continue to face barriers that are typical of the complex challenges endured in public schools by minoritized and racialised peoples in the American context. It begins with a brief overview of the current-day demographics of the Mexican-origin population, with selected historical information for readers not familiar with the American context, and wit…
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
The ideas and arguments associated with translanguaging have generated highly energized debates on a number of fundamental issues in linguistics, applied language studies and language education. Aspects of many long-held and apparently settled concepts such as ‘language/s’, ‘code switching’ and ‘Second Language Acquisition/Teaching’ have been fundamentally challenged. As has been acknowledged by scholars in the field, the discussions have at time…
Analyzing the curricularization of language in two-way immersion education
This article focuses on two-way immersion (TWI) education and restates two previously expressed cautionary notes about the unexpected costs of such programs for the Latino community and for children who are racialized speakers of nonmainstream varieties of English. Utilizing an analytical framework focused on the process of curricularizing language, it calls for increased attention to the numerous mechanisms that affect instructional arrangements…
Commentary
From language maintenance and intergenerational transmission to language survivance
In much of his work on reversing language shift, Fishman cautioned those devoted to improving the sociolinguistic circumstances of regional, ethnic, and religious languages against a premature dependence on schools, especially schools controlled by speakers of the dominant societal language. He argued that efforts on behalf of minoritized languages that seek such recognition before intergenerational transmission has been established within the gr…
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Latin@s and the Intergenerational Continuity of Spanish
This paper focuses on the future of Spanish in the United States and on the tensions and challenges that surround what Fishman (1964) referred to as intergenerational continuity. It examines the teaching of language itself and the role of such instruction in the development and maintenance of Spanish/English multicompetence (Cook, 1996), that is, of the complex linguistic repertoires of Latin@s in the United States. Because language instruction g…
Expanding Definitions of Giftedness
Contents: Introduction. G. Valdes, K. Enright, In Search of Giftedness: The Case of Latino Immigrant Children. G. Valdes, H. Brookes, C. Chavez, Bilinguals and Bilingualism. G. Valdes, C. Chavez, C. Angelelli, A Performance Team: Young Interpreters and Their Parents. G. Valdes, C. Chavez, C. Angelelli, K. Enright, D. Garcia, M. Gonzalez, The Study of Young Interpreters: Methods, Materials, and Analytical Challenges. G. Valdes, C. Chavez, C. Angel…
Theme
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article …
Heritage Language Teaching
The term heritage language has come to be used widely by those concerned about the study, maintenance, and revitalization of non‐majority languages around the world.
Bilingualism, Heritage Language Learners, and SLA Research
In this article I invite a reconceptualization and expansion of the field of second language acquisition (SLA) by examining possible intersections between SLA and the area of language instruction currently referred to as the teaching of heritage languages. I discuss the ways in which the opportunity of broadening SLA‐and‐instruction research can be seized by current researchers so that it can address the most intractable educational problems invo…
Becoming Neighbors in a Mexican American Community
Between Support and Marginalisation
Within the last several years, researchers working with linguistic minority children have focused increasingly on the development of the types of language proficiencies that are required to perform successfully in academic contexts. Most practitioners and researchers agree that, in order to succeed in schools, such learners must be given the opportunity to acquire academic, rather than everyday, language. Unfortunately, in spite of the growing in…
Language Ideology
In this article we investigate language ideology in a department of Spanish. We are concerned with examining the acquisition and transmission of linguistic culture in departments of foreign languages within university settings and the ways in which views about non-English languages that are part of the American cultural dialogue are maintained and nurtured by educational institutions. Using long-term participant-observation data and focused inter…
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article …
The World outside and inside Schools
Analyzing the curricularization of language in two-way immersion education
This article focuses on two-way immersion (TWI) education and restates two previously expressed cautionary notes about the unexpected costs of such programs for the Latino community and for children who are racialized speakers of nonmainstream varieties of English. Utilizing an analytical framework focused on the process of curricularizing language, it calls for increased attention to the numerous mechanisms that affect instructional arrangements…
Language Ideology
In this article we investigate language ideology in a department of Spanish. We are concerned with examining the acquisition and transmission of linguistic culture in departments of foreign languages within university settings and the ways in which views about non-English languages that are part of the American cultural dialogue are maintained and nurtured by educational institutions. Using long-term participant-observation data and focused inter…
Teaching Spanish to Hispanic Bilinguals
A little over ten years ago, very few members of the Spanish-teaching profession had begun to concern themselves with teaching the language to Hispanic bilinguals. Normally, the term native-speaking or Spanish-speaking was applied by members of our profession to those individuals who came from Spain or Latin America and who had been raised with Spanish as both a home and societal language. The question of what to do with Chicano and Puerto Rican …
Muy a tus órdenes
Recent work in the analysis of conversational discourse has included the study of compliment responses among English-speaking American monolinguals (Pomerantz 1978). This preliminary work suggests that compliment responses are subject to separate constraint systems that involve the receiver's obligation to respond to a compliment while at the same time avoiding self-praise. This paper examines compliment responses, within the framework provided b…
Analyzing the demands that courtroom interaction makes upon speakers of ordinary English
Teachers Learning to Implement Equitable Classroom Talk
Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)—that is, meaningful par…
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
Bilinguals and bilingualism
In monolingual nation-states, problems do not endfor members oflinguistic minority groups when they become Speakers of the societal language. This is especially the case in Immigrant nations during those periods in which anti-immigrant sentiment is on the rise. This paper examines the policy problems that confront members of such Immigrant groups by examining the case of Latinos in the United States. It argues that this populations well-being is …
From language maintenance and intergenerational transmission to language survivance
In much of his work on reversing language shift, Fishman cautioned those devoted to improving the sociolinguistic circumstances of regional, ethnic, and religious languages against a premature dependence on schools, especially schools controlled by speakers of the dominant societal language. He argued that efforts on behalf of minoritized languages that seek such recognition before intergenerational transmission has been established within the gr…
Social Justice Challenges of “Teaching” Languages
This essay explores the challenges to linguistic justice resulting from widely held negative perspectives on the English of young Latinx bi/multilinguals and from common misunderstandings of individuals who use resources from two communicative systems in their everyday lives. I highlight the effects of these misunderstandings on Long-Term English Learners as they engage with the formal teaching of English. I specifically problematize language ins…
Towards Educational Dignity
Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGuadalupe ValdésGuadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education, Emerita at Stanford University. Much of her work has focused on the English-Spanish bilingualism of Latinos in the United States and on discovering and describing how two languages are developed, used, and maintained by individuals who b…
Language & Social Justice in the United States
In recent decades, the United States has witnessed a noteworthy escalation of academic responses to long-standing social and racial inequities in its society. In this process, research, advocacy, and programs supporting diversity and inclusion initiatives have grown. A set of themes and their relevant discourses have now developed in most programs related to diversity and inclusion; for example, current models are typically designed to include a …
Building Enrollment Through Curriculum Change
This paper describes the implementation of a first‐year comprehension‐based Spanish language program that has been in operation at New Mexico State University since the summer of 1983. It includes a discussion of the history of the program and of the problems that were encountered in changing a traditional curriculum. It also includes a detailed description of the materials produced for the program, of classroom practice, and of the testing and e…
(Mis)educating the children of Mexican-origin people in the United States
This article maintains that in spite of their seeming progress, Mexican-origin students in the US continue to face barriers that are typical of the complex challenges endured in public schools by minoritized and racialised peoples in the American context. It begins with a brief overview of the current-day demographics of the Mexican-origin population, with selected historical information for readers not familiar with the American context, and wit…
Muy a tus órdenes
Recent work in the analysis of conversational discourse has included the study of compliment responses among English-speaking American monolinguals (Pomerantz 1978). This preliminary work suggests that compliment responses are subject to separate constraint systems that involve the receiver's obligation to respond to a compliment while at the same time avoiding self-praise. This paper examines compliment responses, within the framework provided b…
Positive Speech Accommodation in the Language of Mexican American Bilinguals
Recent work on women's use of language has presented two conflicting views: (a) that women use speech patterns that are unique and exclusive to them, and (b) that women's use of language varies (as it does for males) according to the situation, context, and interlocutors involved. This paper explores positive speech accommodation (the attempt to adopt the speech patterns of an interlocutor) in code-switching styles by Mexican American males and f…
Teaching Spanish to the Hispanic Bilingual
Como se escribe
Interact in Spanish
Building Enrollment Through Curriculum Change
This paper describes the implementation of a first‐year comprehension‐based Spanish language program that has been in operation at New Mexico State University since the summer of 1983. It includes a discussion of the history of the program and of the problems that were encountered in changing a traditional curriculum. It also includes a detailed description of the materials produced for the program, of classroom practice, and of the testing and e…
Analyzing the demands that courtroom interaction makes upon speakers of ordinary English
Teaching Spanish to Hispanic Bilinguals
A little over ten years ago, very few members of the Spanish-teaching profession had begun to concern themselves with teaching the language to Hispanic bilinguals. Normally, the term native-speaking or Spanish-speaking was applied by members of our profession to those individuals who came from Spain or Latin America and who had been raised with Spanish as both a home and societal language. The question of what to do with Chicano and Puerto Rican …
Consideraciones teórico-metodológicas para el estudio del bilingüismo inglés-español en el lado mexicano de la frontera
Research Article| January 01 1990 Consideraciones teórico-metodológicas para el estudio del bilingüismo inglés-español en el lado mexicano de la frontera Guadalupe Valdés Guadalupe Valdés Search for other works by this author on: This Site PubMed Google Scholar Mexican Studies/Estudios Mexicanos (1990) 6 (1): 43–66. https://doi.org/10.2307/1052004 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share …
Dual-Language Immersion Programs
Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-langua…
Con Respeto
Bilinguals and bilingualism
In monolingual nation-states, problems do not endfor members oflinguistic minority groups when they become Speakers of the societal language. This is especially the case in Immigrant nations during those periods in which anti-immigrant sentiment is on the rise. This paper examines the policy problems that confront members of such Immigrant groups by examining the case of Latinos in the United States. It argues that this populations well-being is …
The World outside and inside Schools
Enlarging the pie
Article Enlarging the pie: another look at bilingualism and schooling in the US was published on June 26, 2002 in the journal International Journal of the Sociology of Language (volume 2002, issue 155-156)
Language Ideology
In this article we investigate language ideology in a department of Spanish. We are concerned with examining the acquisition and transmission of linguistic culture in departments of foreign languages within university settings and the ways in which views about non-English languages that are part of the American cultural dialogue are maintained and nurtured by educational institutions. Using long-term participant-observation data and focused inter…
Between Support and Marginalisation
Within the last several years, researchers working with linguistic minority children have focused increasingly on the development of the types of language proficiencies that are required to perform successfully in academic contexts. Most practitioners and researchers agree that, in order to succeed in schools, such learners must be given the opportunity to acquire academic, rather than everyday, language. Unfortunately, in spite of the growing in…
Bilingualism, Heritage Language Learners, and SLA Research
In this article I invite a reconceptualization and expansion of the field of second language acquisition (SLA) by examining possible intersections between SLA and the area of language instruction currently referred to as the teaching of heritage languages. I discuss the ways in which the opportunity of broadening SLA‐and‐instruction research can be seized by current researchers so that it can address the most intractable educational problems invo…
Becoming Neighbors in a Mexican American Community
Heritage Language Teaching
The term heritage language has come to be used widely by those concerned about the study, maintenance, and revitalization of non‐majority languages around the world.
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article …
Expanding Definitions of Giftedness
Contents: Introduction. G. Valdes, K. Enright, In Search of Giftedness: The Case of Latino Immigrant Children. G. Valdes, H. Brookes, C. Chavez, Bilinguals and Bilingualism. G. Valdes, C. Chavez, C. Angelelli, A Performance Team: Young Interpreters and Their Parents. G. Valdes, C. Chavez, C. Angelelli, K. Enright, D. Garcia, M. Gonzalez, The Study of Young Interpreters: Methods, Materials, and Analytical Challenges. G. Valdes, C. Chavez, C. Angel…
Theme
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
Latin@s and the Intergenerational Continuity of Spanish
This paper focuses on the future of Spanish in the United States and on the tensions and challenges that surround what Fishman (1964) referred to as intergenerational continuity. It examines the teaching of language itself and the role of such instruction in the development and maintenance of Spanish/English multicompetence (Cook, 1996), that is, of the complex linguistic repertoires of Latin@s in the United States. Because language instruction g…
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Psychology (27 obras) · Sociology (27 obras) · Multilingual Education and Policy (22 obras) · Pedagogy (21 obras) · Linguistics (19 obras) · Second Language Learning and Teaching (17 obras) · EFL/ESL Teaching and Learning (16 obras) · Political science (14 obras) · Computer Science (13 obras) · Mathematics education (12 obras)