Equity in Multilingual Schools and Communities -

Equity in Multilingual Schools and Communities

Celebrating the Contributions of Guadalupe Valdés
Buch | Softcover
296 Seiten
2024
Multilingual Matters (Verlag)
978-1-80041-717-5 (ISBN)
49,80 inkl. MwSt
This book honors the impactful contributions of Guadalupe Valdés, focusing on three major areas of her work: languages and literacies in multilingual contexts, language development in schools and communities, and equity and access. Personal interludes from former students and colleagues add insight into practices of mentorship within the field.
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.

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. Aída 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.

Contributors



Preface



Part 1: Conceptualizing the Nature of Language, Literacy and Bilingualism



Chapter 1. Aída Walqui: Guadalupe Valdés’s 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 Valdés’s Lenses



Chapter 5. Kellie Rolstad and Jeff MacSwan: Bilingual Language Assessment: A Persistent Case of Bias



Chapter 6. Ofelia García 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 Valdés’s Contributions to Equitable Content-Area Instruction for Multilingual Learners



Chapter 10. Eduardo Muñoz-Muñoz, Ramón Martínez and Jonathan Rosa: Misma Dirección, Distinto Sentido: Reconceptualizing Problems and Possibilities in Educational Language Learning



Chapter 11. María Luisa Parra Velasco and Christian J. Faltis: Envisioning an Inclusive, Equitable and Just Language Education for Latinx Youth: Guadalupe Valdés’s Contributions to Spanish Teaching and Research 



Chapter 12. Melinda Martin-Beltrán: 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 Hernández: Interlude: A Personal Reflection on Guadalupe Valdés  



Chapter 17. Lucinda Pease-Alvarez: Interlude: A Teacher Educator’s 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 Valdés’s 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 Valdés’s Work on Strengthening Communities with Language



Chapter 25. Greses Pérez, Karla Lomelí, Alexander Mejia and Courtney Peña: 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

Erscheinungsdatum
Reihe/Serie Bilingual Education & Bilingualism
Sprache englisch
Maße 156 x 234 mm
Gewicht 420 g
Themenwelt Geisteswissenschaften Sprach- / Literaturwissenschaft Sprachwissenschaft
Sozialwissenschaften Pädagogik Sonder-, Heil- und Förderpädagogik
ISBN-10 1-80041-717-9 / 1800417179
ISBN-13 978-1-80041-717-5 / 9781800417175
Zustand Neuware
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