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Faculty & Research

Guadalupe Valdes

Photo of Guadalupe Valdes

Guadalupe Valdes

Professor

gvaldes@stanford.edu

Assistant: Jesse Rivas

Biography

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).

Other Titles

Bonnie Katz Tenenbaum Professor in Education

Program Affiliations

Race, Inequality, and Language in Education (RILE)
SHIPS (PhD): Anthropology of Education
SHIPS (PhD): Educational Linguistics
(MA) POLS
(MA) MA/MBA

Research Interests

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

See a full list of GSE Faculty research interests >

Recent Publications

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

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

Valdes, G., & Parra, M. L. (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, 301–30.

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