
Guadalupe Valdes
Bonnie Katz Tenenbaum Professor in Education
Graduate School of Education
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.
She is a founding partner of Understanding Language, an initiative that focuses attention on the role of language in subject-area learning, with a special focus on helping English Language Learners meet the new Common Core State Standards and Next Generation Science Standards (http://ell.stanford.edu).
Administrative Appointments
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Professor, Stanford Graduate School of Education (1992 - Present)
Boards, Advisory Committees, Professional Organizations
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AERA Fellow, . (2018 - Present)
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Member, National Academy of Education (2018 - Present)
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Member, Editorial Board, Written Communication (2018 - Present)
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Member, Editorial Board, Research on the Teaching of English (2018 - Present)
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Member, Editorial Board, Language Policy (2018 - Present)
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Member, Editorial Board, Journal of Language, Identity and Education (2018 - Present)
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Member, Editorial Board, Modern Language Journal (2018 - Present)
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Professor, Division of Language and Literacy, School of Education, University of California, Berkeley (1986 - 1992)
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Assistant Professor, Department of Foreign Languages, New Mexico State University (1973 - 1976)
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Assistant Professor, Department of Language and Literature, Western New Mexico University (1972 - 1973)
Professional Education
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PhD (Spanish), Florida State University (1972)
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MA (Spanish), Florida State University (1970)
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BA (Spanish), University of West Florida (1968)
Research Interests
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Diversity and Identity
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Literacy and Language
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Poverty and Inequality
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Standards
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Teachers and Teaching
Current Research and Scholarly Interests
Teaching/learning of additional languages
Immigrant families in Latino communities
The challenge of "curricularizing" language
Heritage language teaching and learning
2020-21 Courses
- English Language Learner Tutoring and Curriculum Development
CHILATST 1SI (Aut) - Inglés Personal: Coaching Everyday Community English
CHILATST 148, CSRE 148D, EDUC 148 (Aut, Win, Spr) -
Independent Studies (12)
- Directed Reading
CSRE 200W (Aut) - Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading
URBANST 197 (Win) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Honors Research
EDUC 140 (Aut, Win, Spr) - Master's Thesis
EDUC 185 (Aut, Win) - Practicum
EDUC 470 (Aut, Win, Spr) - Senior Honors Thesis
URBANST 199 (Aut, Win, Spr) - Senior Thesis
INTNLREL 198 (Aut, Win, Spr) - Supervised Internship
EDUC 380 (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
2019-20 Courses
- English Language Learner Tutoring and Curriculum Development
CHILATST 1SI (Aut) - Inglés Personal: Coaching Everyday Community English
CHILATST 148, CSRE 148D, EDUC 148 (Aut, Win, Spr) - Theory and Issues in the Study of Bilingualism
EDUC 149, EDUC 249 (Spr)
2018-19 Courses
- English Language Learner Tutoring and Curriculum Development
CHILATST 1SI (Aut) - Growing Up Bilingual
CHILATST 14N, CSRE 14N, EDUC 114N (Win) - Inglés Personal: Coaching Everyday Community English
EDUC 148 (Spr) - Theory and Issues in the Study of Bilingualism
EDUC 149, EDUC 249 (Aut)
2017-18 Courses
- Critical Perspectives on Teaching and Tutoring English Language Learners
EDUC 148 (Aut, Win) - English Language Learner Tutoring and Curriculum Development
CHILATST 1SI (Aut) - Growing Up Bilingual
CHILATST 14N, CSRE 14N, EDUC 114N (Win) - Second Language Acquisition Theories: Implications for Policy, Instruction and Teacher Preparation
EDUC 438 (Spr) - Theory and Issues in the Study of Bilingualism
EDUC 149, EDUC 249 (Aut)
- English Language Learner Tutoring and Curriculum Development
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Efrain Brito, Kimiko Lange, David Song, Juddson Taube -
Doctoral Dissertation Co-Advisor (AC)
Paulina Biernacki, Greses Perez -
Doctoral (Program)
Chance Carpenter, China Stepter, Juddson Taube
All Publications
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(Mis)educating the children of Mexican-origin people in the United States: the challenge of internal language borders
INTERCULTURAL EDUCATION
2020
View details for DOI 10.1080/14675986.2020.1794122
View details for Web of Science ID 000561464000001
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Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
MODERN LANGUAGE JOURNAL
2019; 103 (2): 348–70
View details for DOI 10.1111/modl.12568
View details for Web of Science ID 000467866700001
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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
2018: 301–30
View details for Web of Science ID 000450109500020
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Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes
Bilingual Research Journal
2018
View details for DOI 10.1080/15235882.2018.1539886
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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
2017: 107–22
View details for Web of Science ID 000417791300008
- From language maintenance and intergenerational transmission to language survivance: will “heritage language” education help or hinder? International Journal of the Sociology of Language 2017; 2017 (243): 67-95
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Conceptualizing Language Learners: Socioinstitutional Mechanisms and their Consequences
MODERN LANGUAGE JOURNAL
2016; 100: 96-116
View details for DOI 10.1111/modl.12310
View details for Web of Science ID 000371499100006
- Assessing English Language Proficiency in the United States Language Testing and Assessment 2016: 1-14
- Latin@ s and the intergenerational continuity of Spanish: The challenges of curricularizing language International Multilingual Research Journal 2015; 9 (4): 253-273
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What Does Standards-based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools?
TESOL QUARTERLY
2014; 48 (3): 433-453
View details for DOI 10.1002/tesq.183
View details for Web of Science ID 000341097700001
- ' Entre Familia ': Immigrant Parents' Strategies for Involvement in Children's Schooling. School Community Journal 2014; 24 (1): 119-148
- What does standards‐based educational reform mean for English language learner populations in primary and secondary schools? TESOL Quarterly 2014; 48 (3): 433-453
- Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards Alexandria, VA: TESOL International Association 2014
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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
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. Multicultural Education Series. ERIC. 2010
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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
2008; 91 (1): 4-24
View details for Web of Science ID 000254397500002
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Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized?
MODERN LANGUAGE JOURNAL
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 2005: 11-25
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Language ideology: The case of Spanish in departments of foreign languages
ANTHROPOLOGY & EDUCATION QUARTERLY
2003; 34 (1): 3-26
View details for Web of Science ID 000183448300016
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Leadership giftedness: Models revisited
GIFTED CHILD QUARTERLY
1999; 43 (1): 13-24
View details for Web of Science ID 000078501300002
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Chicano Spanish: The problem of the "underdeveloped" code in bilingual repertoires
MODERN LANGUAGE JOURNAL
1998; 82 (4): 473-501
View details for Web of Science ID 000077428200002
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Dual-language immersion programs: A cautionary note concerning the education of language-minority students
HARVARD EDUCATIONAL REVIEW
1997; 67 (3): 391-429
View details for Web of Science ID A1997XY05600001
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THE TEACHING OF MINORITY LANGUAGES AS ACADEMIC SUBJECTS - PEDAGOGICAL AND THEORETICAL CHALLENGES
MODERN LANGUAGE JOURNAL
1995; 79 (3): 299-328
View details for Web of Science ID A1995RV76900001
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THE DEVELOPMENT OF WRITING ABILITIES IN A FOREIGN-LANGUAGE - CONTRIBUTIONS TOWARD A GENERAL-THEORY OF L2 WRITING
MODERN LANGUAGE JOURNAL
1992; 76 (3): 333-352
View details for Web of Science ID A1992JK60500006