Bio

Dr. Valdes' research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances--those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism). Her research in these areas has made her one of the most eminent experts on Spanish-English bilingualism in the United States.

Academic Appointments

Administrative Appointments

  • Professor, Stanford Graduate School of Education (1992 - Present)

Boards, Advisory Committees, Professional Organizations

  • Elected Member, American Academy of Arts and Sciences (2020 - Present)
  • Elected Member, National Academy of Education (2018 - Present)
  • Fellow, American Educational Research Association. (2018 - Present)
  • Member, Editorial Board, Modern Language Journal (2018 - Present)
  • Professor, Division of Language and Literacy, School of Education, University of California, Berkeley (1986 - 1992)
  • Assistant Professor, Department of Foreign Languages, New Mexico State University (1973 - 1976)
  • Assistant Professor, Department of Language and Literature, Western New Mexico University (1972 - 1973)

Professional Education

  • PhD (Spanish), Florida State University (1972)
  • MA (Spanish), Florida State University (1970)
  • BA (Spanish), University of West Florida (1968)

Contact

  • Academic
    gvaldes@stanford.edu
    University - Emeritus faculty Department: Graduate School of Education Position: Emeritus Faculty, Acad Council

Additional Info

Links

Research Interests

  • Diversity and Identity
  • Literacy and Language
  • Poverty and Inequality
  • Standards
  • Teachers and Teaching

Current Research and Scholarly Interests

Valdés is the Founder and Executive Director of "English Together" a 501(c)(3) organization. The organization creates rich connections between ordinary speakers of English and low-wage, immigrant workers by preparing volunteers to provide one-on-one “coaching” in workplace English.The work currently carried out by englishtogether.org builds directly on Valdes'extensive work on: (1) the teaching/learning of additional languages, (2) the study of immigrant families in Latino communities, and (3) the challenge of "curricularizing" language.

2022-23 Courses

Stanford Advisees

All Publications

  • Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse TESOL JOURNAL Alvarez, L., Capitelli, S., Valdes, G. 2023

    View details for DOI 10.1002/tesj.720

    View details for Web of Science ID 000972807500001

  • Supporting Emergent Bilinguals' Reading in the Context Areas READING TEACHER Capitelli, S., Alvarez, L., Valdes, G. 2022

    View details for DOI 10.1002/trtr.2115

    View details for Web of Science ID 000792525200001

  • Towards Educational Dignity: Translanguaging y la Preparacion de Maestros COMMENT JOURNAL OF LANGUAGE IDENTITY AND EDUCATION Valdes, G. 2022; 21 (3): 212-216

    View details for DOI 10.1080/15348458.2022.2066954

    View details for Web of Science ID 000805653800006

  • Expanding participation: supporting newcomer students' language development through disciplinary practices LANGUAGE AND EDUCATION Alvarez, L., De Loney, M., Capitelli, S., Valdes, G., Biernacki, P. 2022

    View details for DOI 10.1080/09500782.2022.2028825

    View details for Web of Science ID 000746345300001

  • Afterword - No Quiero Que Me Le Vayan A Hacer Burla: Issues to Ponder and Consider in the Context of Translanguaging TRANSFORMATIVE TRANSLANGUAGING ESPACIOS Valdes, G., Sanchez, M. T., Garcia, O. 2022; 133: 292-301

    View details for Web of Science ID 000884969400015

  • Threading systemic change for language equity in schools LANGUAGE AND EDUCATION Jensen, B., Valdes, G. 2021

    View details for DOI 10.1080/09500782.2021.1983589

    View details for Web of Science ID 000704560100001

  • "Verde is Not the Word for Green in Spanish": The Problematic Arrogance of Monolingual, Powerful Parents LANGUAGE POLICY Valdes, G. 2021

    View details for DOI 10.1007/s10993-021-09598-w

    View details for Web of Science ID 000686505900002

  • Teachers Learning to Implement Equitable Classroom Talk EDUCATIONAL RESEARCHER Jensen, B., Valdes, G., Gallimore, R. 2021

    View details for DOI 10.3102/0013189X211014859

    View details for Web of Science ID 000652311400001

  • Reconceptualizing the Role of Critical Dialogue in American Classrooms Promoting Equity through Dialogic Education Foreword RECONCEPTUALIZING THE ROLE OF CRITICAL DIALOGUE IN AMERICAN CLASSROOMS Kibler, A., Valdes, G., Walqui, A., Kibler, A., Valdes, G., Walqui, A. 2021: XII-XIII

    View details for Web of Science ID 000688139000001

  • English Learners as Agents Collaborative Sense-making in an NGSS-aligned Science Classroom RECONCEPTUALIZING THE ROLE OF CRITICAL DIALOGUE IN AMERICAN CLASSROOMS Alvarez, L., Capitelli, S., De Loney, M. L., Valdes, G., Kibler, A., Valdes, G., Walqui, A. 2021: 78-104

    View details for Web of Science ID 000688139000005

  • Conclusion Next Steps for Critical Dialogic Education: Conceptualizing and Implementing a Student-centered Vision RECONCEPTUALIZING THE ROLE OF CRITICAL DIALOGUE IN AMERICAN CLASSROOMS Kibler, A., Valdes, G., Walqui, A., Kibler, A., Valdes, G., Walqui, A. 2021: 185-193

    View details for Web of Science ID 000688139000009

  • Introduction A Vision for Critical Dialogic Education RECONCEPTUALIZING THE ROLE OF CRITICAL DIALOGUE IN AMERICAN CLASSROOMS Kibler, A., Valdes, G., Walqui, A., Kibler, A., Valdes, G., Walqui, A. 2021: 1-22

    View details for Web of Science ID 000688139000002

  • (Mis)educating the children of Mexican-origin people in the United States: the challenge of internal language borders INTERCULTURAL EDUCATION Valdes, G. 2020

    View details for DOI 10.1080/14675986.2020.1794122

    View details for Web of Science ID 000561464000001

  • Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World MODERN LANGUAGE JOURNAL Leung, C., Valdes, G. 2019; 103 (2): 348–70

    View details for DOI 10.1111/modl.12568

    View details for Web of Science ID 000467866700001

  • Sandwiching, polylanguaging, translLanguaging, and code-switching: Challenging monolingual dogma in institutionalized language teaching Codeswitching in the Classroom Valdes, G. edited by MacSwan, J., Faltis, C. J. Routledge. 2019: 114-147
  • Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes Bilingual Research Journal Valdes, G. 2018

    View details for DOI 10.1080/15235882.2018.1539886

  • TOWARDS THE DEVELOPMENT OF AN ANALYTICAL FRAMEWORK FOR EXAMINING GOALS AND PEDAGOGICAL APPROACHES IN TEACHING LANGUAGE TO HERITAGE SPEAKERS ROUTLEDGE HANDBOOK OF SPANISH AS A HERITAGE LANGUAGE Valdes, G., Parra, M., Potowski, K. 2018: 301–30

    View details for Web of Science ID 000450109500020

  • NURTURING DISCURSIVE STRENGTHS Efforts to Improve the Teaching of Reading and Writing in a Latino Charter School ENGLISH LANGUAGE ARTS RESEARCH AND TEACHING: REVISITING AND EXTENDING ARTHUR APPLEBEE'S CONTRIBUTIONS Valdes, G., Lomeli, K., Taube, J., Teachers Latino Coll Preparatory, Durst, R. K., Newell, G. E., Marshall, J. D. 2017: 107–22

    View details for Web of Science ID 000417791300008

  • Entry Visa Denied: The Construction of Ideological Language Borders in Educational Settings. The Oxford Handbook of Language and Society Valdes, G. edited by Garcia, O., Flores, N., Spotti, M. Oxford. 2017: 321-348
  • From language maintenance and intergenerational transmission to language survivance: will “heritage language” education help or hinder? International Journal of the Sociology of Language Valdés, G. 2017; 2017 (243): 67-95
  • Conceptualizing Language Learners: Socioinstitutional Mechanisms and their Consequences MODERN LANGUAGE JOURNAL Kibler, A. K., Valdes, G. 2016; 100: 96-116

    View details for DOI 10.1111/modl.12310

    View details for Web of Science ID 000371499100006

  • Preparing teachers for advocacy and for teaching in linguistically diverse classrooms: A vademecum for teacher educators Handbook of Teaching Faltis, C. J., Valdes, G. edited by Gitomer, D., Bell, C. American Educational Research Association. 2016; 5th: 449-492
  • Language and Immigrant Integration in an Age of Mass Migration: Shifts and Changes in Teaching and Learning Destination Languages Global Migration and Civic Education Valdes, G., Ben-Peretz, M. edited by Banks, J. A., Suarez-Orozco, M. Teachers College Press. 2016: 77-104
  • Assessing English Language Proficiency in the United States. Language Testing and Assessment. Encyclopedia of Language and Education. Valdes, G., Poza, L. edited by Shohamy, E., Stephen, M. Springer. 2016: 1-14
  • Afterword: Curricularizing language: Implications for heritage language instruction Innovative Approaches in Heritage Language Teaching: A Practical Guide for the Classroom Valdes, G. edited by Fairclough, M., Beaudrie, S. Georgetown University Press. 2016: 255-269
  • Latin@ s and the intergenerational continuity of Spanish: The challenges of curricularizing language International Multilingual Research Journal Valdés, G. 2015; 9 (4): 253-273
  • Language acquisition in bilingual education Handbook of Bilingual and Multilingual Education Valdes, G., Poza, L., Brooks, M., Garcia, O. edited by Wright, W., Boun, S. Oxford and Wiley-Blackwell. 2015: 56-74
  • What Does Standards-based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools? TESOL QUARTERLY Kibler, A., Valdes, G., Walqui, A. 2014; 48 (3): 433-453

    View details for DOI 10.1002/tesq.183

    View details for Web of Science ID 000341097700001

  • Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards Alexandria, VA: TESOL International Association Valdés, G., Kibler, A., Walqui, A. 2014
  • What does standards‐based educational reform mean for English language learner populations in primary and secondary schools? TESOL Quarterly Kibler, A., Valdés, G., Walqui, A. 2014; 48 (3): 433-453
  • ' Entre Familia ': Immigrant Parents' Strategies for Involvement in Children's Schooling. School Community Journal Poza, L., Brooks, M. D., Valdés, G. 2014; 24 (1): 119-148
  • 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 EDUCATIONAL RESEARCHER Lee, O., Quinn, H., Valdes, G. 2013; 42 (4): 223-233

    View details for DOI 10.3102/0013189X13480524

    View details for Web of Science ID 000330303100002

  • Latino Children Learning English: Steps in the Journey. New York, NY: Teachers College Press. Valdes, G., Capitelli, S., Alvarez, L. Teachers College Press. 2010
  • Maintaining Spanish in the United States: Steps toward the effective practice of heritage language re-acquisition/development HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE Valdes, G., Fishman, J. A., Chavez, R., Perez, W. 2008; 91 (1): 4-24

    View details for Web of Science ID 000254397500002

  • Developing Minority Language Resources: The Case of Spanish in California. Valdes, G., Fishman, J. A., Chavez, R., Perez, W. Multilingual Matters. 2006
  • Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? MODERN LANGUAGE JOURNAL Valdes, G. 2005; 89 (3): 410-426

    View details for Web of Science ID 000231588900009

  • Keeping content at the heart of content-based instruction: Access and support for transitional English learners Content-based instruction in primary and secondary school settings Bunch, G., Lotan, R., Valdés, G., Cohen, E. 2005: 11-25
  • Language ideology: The case of Spanish in departments of foreign languages ANTHROPOLOGY & EDUCATION QUARTERLY VALDES, G., Gonzalez, S. V., Garcia, D. L., Marquez, P. 2003; 34 (1): 3-26

    View details for Web of Science ID 000183448300016

  • Expanding Definition of Giftedness: The Case of Young Interpreters from Immigrant Communities Valdes, G. Lawrence Earlbaum. 2003
  • Learning and not learniing English: Latino Students in American Schools Valdes, G. Teachers College Press. 2001
  • Leadership giftedness: Models revisited GIFTED CHILD QUARTERLY Roach, A. A., Wyman, L. T., Brookes, H., Chavez, C., HEATH, S. B., VALDES, G. 1999; 43 (1): 13-24

    View details for Web of Science ID 000078501300002

  • Chicano Spanish: The problem of the "underdeveloped" code in bilingual repertoires MODERN LANGUAGE JOURNAL Valdes, G., Geoffrion-Vinci, M. 1998; 82 (4): 473-501

    View details for Web of Science ID 000077428200002

  • Dual-language immersion programs: A cautionary note concerning the education of language-minority students HARVARD EDUCATIONAL REVIEW VALDES, G. 1997; 67 (3): 391-429

    View details for Web of Science ID A1997XY05600001

  • Con respeto Valdes, G. Teachers College Press. 1996
  • THE TEACHING OF MINORITY LANGUAGES AS ACADEMIC SUBJECTS - PEDAGOGICAL AND THEORETICAL CHALLENGES MODERN LANGUAGE JOURNAL VALDES, G. 1995; 79 (3): 299-328

    View details for Web of Science ID A1995RV76900001

  • THE DEVELOPMENT OF WRITING ABILITIES IN A FOREIGN-LANGUAGE - CONTRIBUTIONS TOWARD A GENERAL-THEORY OF L2 WRITING MODERN LANGUAGE JOURNAL VALDES, G., HARO, P., ARRIARZA, M. P. 1992; 76 (3): 333-352

    View details for Web of Science ID A1992JK60500006

  • Teaching Spanish Valdes, G., Lozano, A. G., Garcia-Moya, R. Teachers College. 1981
https://orcid.org/0000-0003-1373-6802