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).

Academic Appointments


Administrative Appointments


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

Boards, Advisory Committees, Professional Organizations


  • AERA Fellow, . (2018 - Present)
  • Member, National Academy of Education (2018 - Present)
  • Member, Board of Trustees, Educational Testing Service (2018 - Present)
  • Member, Editorial Board, Journal of Language, Identity and Education (2018 - Present)
  • Member, Editorial Board, Written Communication (2018 - Present)
  • Member, Editorial Board, Modern Language Journal (2018 - Present)
  • Member, Editorial Board, Language Policy (2018 - Present)
  • Member, Editorial Board, Research on the Teaching of English (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)

Research Interests


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

2018-19 Courses


Stanford Advisees


All Publications


  • 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

  • Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes Bilingual Research Journal Valdes, G. 2018
  • 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
  • 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
  • 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

  • Assessing English Language Proficiency in the United States Language Testing and Assessment Poza, L. E., Valdés, G. 2016: 1-14
  • Latin@ s and the intergenerational continuity of Spanish: The challenges of curricularizing language International Multilingual Research Journal Valdés, G. 2015; 9 (4): 253-273
  • 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
  • Latino Children Learning English: Steps in the Journey. Multicultural Education Series. Valdés, G., Capitelli, S., Alvarez, L. ERIC. 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
  • Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? MODERN LANGUAGE JOURNAL Valdes, G. 2005; 89 (3): 410-426
  • 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
  • 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
  • Chicano Spanish: The problem of the "underdeveloped" code in bilingual repertoires MODERN LANGUAGE JOURNAL Valdes, G., Geoffrion-Vinci, M. 1998; 82 (4): 473-501
  • Dual-language immersion programs: A cautionary note concerning the education of language-minority students HARVARD EDUCATIONAL REVIEW VALDES, G. 1997; 67 (3): 391-429
  • THE TEACHING OF MINORITY LANGUAGES AS ACADEMIC SUBJECTS - PEDAGOGICAL AND THEORETICAL CHALLENGES MODERN LANGUAGE JOURNAL VALDES, G. 1995; 79 (3): 299-328
  • 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