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Dr. Sarah Chen
Stanford · NLP & interpretability
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Guadalupe Valdés
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Stanford University · Social and Cultural Analysis in Education
Guadalupe Valdés is an Emerita Professor at the Stanford Graduate School of Education. Her research explores many 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. 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 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.
The Encyclopedia of Applied Linguistics · 2024-06-14
otherSenior author
Abstract In this entry, we define and contextualize the term “heritage language,” which emerged in the 1980s in applied linguistics and has since been applied in both scholarly contexts and educational settings. We mainly discuss the educational paradigm's definition of the term, which, in order to conceptualize and concretize possibilities of language learning and transmission, emphasizes socially contextual use in multilingual environments, language minoritization, and the problematics surrounding the “native speaker” and language ideologies that privilege monolingualism. We then discuss the state of research on heritage language education, drawing attention to educational possibilities and problems in mainstream schooling as well as in local community‐based schools. Finally, we raise future directions for research and practice.
This article maintains that in spite of their seeming progress, Mexican-origin students in the US continue to face barriers that are typical of the complex challenges endured in public schools by minoritized and racialised peoples in the American context. It begins with a brief overview of the current-day demographics of the Mexican-origin population, with selected historical information for readers not familiar with the American context, and with a description of visions for a better life that motivate Mexican migration to the United States. It then focuses on the effects on this population of ‘language borderization processes,’ that is, of stated-sanctioned mechanisms and procedures used to identify and categorise children as required by school accountability mandates. An argument is made that although these mechanisms are intended to provide tailored support for immigrant-origin children’s perceived English language limitations, they can result instead in directly limiting future educational opportunities.
In recent decades, the United States has witnessed a noteworthy escalation of academic responses to long-standing social and racial inequities in its society. In this process, research, advocacy, and programs supporting diversity and inclusion initiatives have grown. A set of themes and their relevant discourses have now developed in most programs related to diversity and inclusion; for example, current models are typically designed to include a range of groups, particularly reaching people by their race/ethnicity, sexual orientation, religious affiliation, gender, and other demographic categories. Unfortunately, one of the themes typically overlooked, dismissed, or even refuted as necessary is language. Furthermore, the role of language subordination in antiracist activities tends to be treated as a secondary factor under the rubric of culture. Many linguists, however, see language inequality as a central or even leading component related to all of the traditional themes included in diversity and inclusion strategies.1 In fact, writer and researcher Rosina Lippi-Green observes that “Discrimination based on language variation is so commonly accepted, so widely perceived as appropriate, that it must be seen as the last back door to discrimination. And the door stands wide open.”2Even academics, one of the groups that should be exposed to issues of comprehensive inclusion, have seemingly decided that language is a low-priority issue. As noted in a 2015 article in The Economist:As such, as the editors of this collection, we have commissioned thirteen essays that address specific issues of language inequality and discrimination, both in their own right and directly related to traditional themes of diversity and inclusion.Recent issues of Dædalus have addressed immigration, climate change, access to justice, inequality, and teaching in higher education, all of which relate to language in some way.4 The theme of the Summer 2022 issue is “The Humanities in American Life: Transforming the Relationship with the Public.” As an extension of that work, the essays in this volume focus on a humanistic social science approach to transforming our relationship with language both in the academy and at large.There is a growing inventory of research projects and written collections that consider issues of language and social justice, including dimensions such as raciolinguistics, linguistic profiling, multilingual education, gendered linguistics, and court cases that are linguistically informed. Those materials cover a comprehensive range of language issues related to social justice. The collection of essays in this Dædalus volume is unique in its breadth of coverage and extends from issues including linguistic profiling, raciolinguistics, and institutional linguicism to multilingualism, language teaching, migration, and climate change. The authors are experts in their respective areas of scholarship, who combine strong research records with extensive engagement in their topics of inquiry.The initial goal of this Dædalus issue is to demonstrate the vast array of social and political disparity manifested in language inequality, ranging from ecological conditions such as climate change, social conditions of interand intralanguage variation, and institutional policies that promulgate the notion and the stated practice of official languages and homogenized, monolithic norms of standardized language based on socially dominant speakers. These norms are socialized overtly and covertly into all sectors of society and often are adopted as consensus norms, even by those who are marginalized or stigmatized by these distinctions. As linguist Norman Fairclough notes in Language and Power, the exercise of power is most efficiently achieved through ideology-manufacturing consent instead of coercion.5 Practices that appear universal or common sense often originate in the dominant class, and these practices work to sustain an unequal power dynamic. Furthermore, there is power behind discourse because the social order of discourses is held together as a hidden effect of power, such as standardization and national/official languages, and power in discourse as strategies of discourse reflect asymmetrical power relations between interlocutors in sets of routines, such as address forms, interruptions, and a host of other conversational routines. In this context, the first step in addressing these linguistic inequalities is to raise awareness of their existence, since many operate as implicit bias rather than overt, explicit bias recognized by the public.Unfortunately, and somewhat ironically, higher education has been slow in this process; in fact, several essays in this collection show that higher education has been an active agent in the reproduction of linguistic inequality at the same time that it advocates for equality in many other realms of social structure.6 Two essays in particular explore underlying notions of standardization and the use of language in social presentation and argumentation. The essays also address language rights as a fundamental human right. In “Language Standardization & Linguistic Subordination,” Anne Curzan, Robin M. Queen, Kristin VanEyk, and Rachel Elizabeth Weissler discuss how ideologies about standardized language circulate in higher education, to the detriment of many students, and they include a range of suggestions and examples for how to center linguistic justice and equity within higher education.Curzan and coauthors give us an important overview of language standardization:In “Addressing Linguistic Inequality in Higher Education: A Proactive Model,” Walt Wolfram describes a proactive “campus-infusion” program that includes activities and resources for student affairs, academic affairs, human resources, faculty affairs, and offices of institutional equity and diversity. Wolfram's essay shows directly and specifically how academics aren't always the solution but, as a whole, are complicit in linguistic exclusion. He writes:The absence of systemic language considerations from most diversity and inclusion programs and their limited role in antiracist initiatives is a major concern for these programs, since language is a critical component for discrimination among the central themes in the extant canon of diversity. Language is an active agent in discrimination and cannot be overlooked or minimized in the process.Some of the essays in this volume of Dædalus address the sociopolitical dominance of a restricted set of languages and its impact on the lives of speakers of devalued languages. The authors of these essays consider the effects of climate, social, educational, legal, and political dissonance confronted by speakers of nondominant languages. They also show how the metaphors of “disappearance” and “loss” obscure the colonial processes responsible for the suppression of Indigenous languages. People who speak an estimated 90 percent of the world's languages have now been linguistically and culturally harmed due to the increasing dominance of a selected number of “world languages” and changes in the physical and topographical ecology. The authors describe the implications of this extensive language subjugation and endangerment and the consequences for the speakers of these languages. Both physical and social ecology are implicated in this threat to multitudes of languages in the world.Linguistics in general, and sociolinguistics in particular, has a significant history of engagement in issues of social inequality. From the educational controversies over the language adequacy of marginalized, racialized groups of speakers in the 1960s, as in linguist William Labov's A Study of Non-Standard English, to ideological challenges to multilingualism and the social and cultural impact of the devaluing of the world's languages, as described in the essays by Wesley Y. Leonard, Guadalupe Valdés, and Julia C. Fine, Jessica Love-Nichols, and Bernard C. Perley, the role of language is a prominent consideration in the actualization and dispensation of social justice.10In addition, this collection addresses areas of research that are complementary to the American Academy of Arts and Sciences’ 2017 report by the Commission on Language Learning, America's Languages: Investing in Language Education for the 21st Century.11 In spite of the long-term presence of the teaching of languages other than English in the American educational system, concern over “world language capacity” has surfaced periodically over a period of many years because of the perceived limitations in developing functional additional language proficiencies. The consensus view (as in Congressman Paul Simon's 1980 report The Tongue-Tied American) has been that foreign/world language study in U.S. schools is generally unsuccessful, that Americans are poor language learners, and that focused attention must be given to the national defense implications of these language limitations.12 In the 2017 Language Commission report, foreign/world language study is presented as 1) critical to success in business, research, and international relations in the twenty-first century and 2) a contributing factor to “improved learning outcomes in other subjects, enhanced cognitive ability, and the development of empathy and effective interpretive skills.”13The Academy's report presents information about languages spoken at home by U.S. residents (76.7 percent English, 12.6 percent Spanish). It also includes a graphic illustrating the prevalence of thirteen other languages (including Chinese, Hindi, Filipino and Tagalog, and Vietnamese) commonly spoken by 0.13 percent to 0.2 percent of the population, as well as a category identified as all other languages (a small category comprising 2.2 percent of residents of the United States).14 The report focuses on languages - rather than speakers-and recommends: 1) new activities that will increase the number of language teachers, 2) expanded efforts that can supplement language instruction across the education system, and 3) more opportunities for students to experience and immerse themselves in “languages as they are used in everyday interactions and across all segments of society.” It also specifically mentions needed support for heritage languages so these languages can “persist from one generation to the next,” and for targeted programming for Native American languages.15While it effectively interrupted the monolingual, English-only ideologies that permeate ideas on language in the United States, the conceptualization of language undergirding the report needs to be greatly expanded. The report focuses on developing expertise in additional language acquisition as the product of deliberative study. For example, in the case of heritage languages (defined as those non-English languages spoken by residents of the United States), the report highlights efforts such as the Seal of Biliteracy. Through this effort (now endorsed by many states around the country), high school students who complete a sequence of established language classes and pass a state-approved language assessment can obtain an official Seal of Biliteracy endorsement. Unfortunately, the series of courses and the assessments required to obtain the Seal are only available in a limited number of languages. The report mentions other efforts, including dual language immersion programs, yet it does not recognize family- and community-gained bilingualism and biliteracy. Notably, the report specifically laments what are viewed as limited literacy abilities of heritage language speakers and recommends making available curricula specially designed for heritage language learners and Native American languages.The view of language that the report is based on is a narrow one and does not represent the linguistic realities of the majority of bilingual and multilingual students. In her contribution to this volume, “Social Justice Challenges of ‘Teaching’ Languages,” Guadalupe Valdés “specifically problematize[s] language instruction as it takes place in classroom settings and the impact of what I term the curricularization of language as it is experienced by Latinx students who ‘study’ language qua language in instructed situations.”16 Valdés shows us how these specific issues play out in what is typically viewed as the neutral “teaching” of languages. She writes that challenges toIn “Refusing ‘Endangered Languages’ Narratives,” Wesley Y. Leonard draws from his experiences as a member of a Native American community whose language was wrongly labeled “extinct”:Leonard encourages us to directly refute “dominant endangered languages narratives” and replace the focus on the actors of harm in Indigenous communities with a focus on the creativity and resolve of native scholars working to revitalize native language and culture. As he states, the “ultimate goal of this essay is to promote a praxis of social justice by showing how language shift occurs largely as a result of injustices, and by offering possible interventions.”19In “Climate & Language: An Entangled Crisis,” Julia C. Fine, Jessica Love-Nichols, and Bernard C. PerleyFine, Love-Nichols, and Perley present models of how language and climate are intertwined. They write, “Scholars and activists have documented the intersections of climate change and language endangerment, with special focus paid to their compounding consequences.” The authors “consider the relationship between language and environmental ideologies, synthesizing previous research on how metaphors and communicative norms in Indigenous and colonial languages influence environmental beliefs and actions.”21The essays in this volume profile a wide range of language issues related to social justice, from everyday hegemonic comments to legislative policies and courtroom testimony that depend on language reliability and the linguistic credibility of witnesses who do not communicate in a mainstream American English variety. In 1972, the president of the Linguistic Society of America, Dwight Bolinger, gave his presidential address titled “Truth is a Linguistic Question” as a forewarning of the linguistic accountability of public reporting of national events. In his other work, he describes language as “a loaded weapon.” Through these essays, we find both concepts to be true.22Over recent decades, the field of linguistics has developed a robust specialization in areas that pay primary attention to the application of a full range of legal and nonlegal verbal, digital, and document communication that is at the heart of equitable communication strategies. Language variation is also a highly politicized behavior, extending from the construct of a “standardized language” considered essential for writing and speaking to the use of language in negotiating the administration of social and political justice. The essays on linguistic variation and sociopolitical ideology, by Curzan and coauthors, Jonathan Rosa and Nelson Flores, and H. Samy Alim, examine both the ideological underpinnings of consensual constructs such as “standard” versus “nonmainstream” and their use in the political process of persuasion and sociopolitical implementation.23 The authors in this section address key issues of language variation and language discrimination that demonstrate the vitality of language in issues of social justice, both independent of and related to other attributes of social justice. This model includes standardization in media platforms, as described in Rosa and Flores's essay, demonstrating the systemic othering of those who do not speak this variety as their default dialect.In “Rethinking Language Barriers & Social Justice from a Raciolinguistic Perspective,” Rosa and Flores show how “the trope of language barriers and the toppling thereof is widely resonant as a reference point for societal progress.”Rosa and Flores present and update their raciolinguistics model in current spaces where race meets technology. With this emerging technology as a reference point, they demonstrate why “it is crucial to reconsider the logics that inform contemporary digital accent-modification platforms and the broader ways that purportedly benevolent efforts to help marked subjects modify their language practices become institutionalized as assimilationist projects masquerading as assistance.” They also note that disability has always been part of the story-and needs to be brought back to light-sharing that Mabel Hubbard and Ma Bell, who were both influential on modern linguistic technology, were deaf women.25In “Black Womanhood: Raciolinguistic Intersections of Gender, Sexuality & Social Status in the Aftermaths of Colonization,” Aris Moreno Clemons and Jessica A. Grieser “call for an exploration of social life that considers the raciolinguistic intersections of gender, sexuality, and social class as part and parcel of overarching social formations.” They center the Black woman as the prototypical Other, her condition being interpreted neither by of race As such, we “Black as the point of for a of the necessary and of social Clemons and the intersections of gender, sexuality, and social on the experiences of Black who into and at the of these the work of A. who a model for how across such as Black Black Black and Black linguistics can result in and American & in and “consider and contemporary with to and which they model authors consider the linguistic experiences of Americans in linguistics and show how of Americans as is based on and of American and educational that circulate across institutional and dominant media & H. Samy into models of in to and shows how it the In the states, not a what they they what they to of the authors in this section examine of strategies and programs in institutional education and social that can raise awareness of and help to linguistic subordination and inequality in American our it is not to raise awareness and describe linguistic inequality to and that inequality. our and set of by and and legal and that activities and programs that directly issues of institutional inequality. As linguist an one in which the for is in which is as a key for the of and as a central effort to at a more and equitable authors the communicative processes we use our human for language to work across of linguistic the with to promote linguistic human rights and the goal of equality among people who do not common extends his previous work on linguistic into the international and in that have the role that language play in narrow norms, showing how those practices relate to practices in where these processes are more and in the educational “Language on and on their case study of the testimony of Rachel a of in the of The of They show that being an to all the of with and for about her testimony was in a linguistic of comments from a and a broader of stigmatized and linguistic they show that of of variation has social and legal consequences for speakers of stigmatized work legal essay on in from a previous volume of to show how linguistic should be included in such As and of on an American to shows that such as and gave us about the of relationship that has now between and and specifically the of as by She that of in American one religious and the other have leading to a of H. the collection with offering the model as “a for the that will strategies for linguistic justice from the of academic and She highlights strategies from her work with Black students, and faculty as they to a justice the study of language that can current to with realities that linguistic by how this set of essays is in with the 2022 of on social justice in linguistics, and the and in which for the of those who study language and for scholars to for their teaching and research and in ways that will linguistic and practice for years to our this collection of essays is and a range of and conditions for justice in language. these essays, with other on this the across higher education on language and justice. are to the authors who have their research, advocacy, and in such
Abstract The discipline of science provides rich opportunities for language development as students engage collaboratively to investigate and make sense of compelling phenomena. Drawing from a design research study conducted in fifth grade classrooms, we describe how teachers can support emergent multilingual students' participation in science discourse. Attempts to support emergent multilingual students in content‐area discussions often emphasize the use of sentence stems and frames. However, we illustrate how an emphasis on sentence frames can interrupt students' collaborative sense‐making when students and teachers focus on language forms and correct written products rather than on the process of dialogic sense‐making. To move beyond sentence frames, we use transcripts to illustrate other more generative forms of scaffolding that support emergent multilingual students' participation in science discourse and disciplinary practices. We describe how teachers can ground discussion in hands‐on investigations, leverage multiple modalities for meaning making, and engage students in moving bidirectionally between writing and talk. These forms of scaffolding center emergent multilingual students in curricular design, rather than conceptualizing scaffolds as ancillary supports provided to certain students.
Abstract This essay explores the challenges to linguistic justice resulting from widely held negative perspectives on the English of young Latinx bi/multilinguals and from common misunderstandings of individuals who use resources from two communicative systems in their everyday lives. I highlight the effects of these misunderstandings on Long-Term English Learners as they engage with the formal teaching of English. I specifically problematize language instruction as it takes place in classrooms and the impact of the curricularization of language as it is experienced by minoritized students who “study” language qua language in instructed settings.
Journal of Language Identity & Education · 2022-05-04 · 9 citations
article1st authorCorresponding
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsGuadalupe ValdésGuadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education, Emerita at Stanford University. Much of her work has focused on the English-Spanish bilingualism of Latinos in the United States and on discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual in immigrant communities. Her books include Bilingualism and Testing: A Special Case of Bias (Valdés & Figueroa, Ablex, 1994), Con Respeto: Bridging the Distance between Culturally Diverse Families and Schools (Teachers College Press, 1996), Learning and Not Learning English (Teachers College Press, 2001) Expanding Definitions of Giftedness: Young Interpreters of Immigrant Background (Lawrence Erlbaum, 2003), Developing Minority Language Resources: The Case of Spanish in California (Valdés, Fishman, Chavez & Perez, Multilingual Matters, 2006) and Latino Children Learning English: Steps in the Journey (Valdés, Capitelli & Alvarez, Teachers College Press, 2010). Valdés has also carried out extensive work on teaching, maintaining and preserving heritage languages among minority populations. Her early publications in this area include edited volumes, journal articles and language textbooks. Valdés is an elected member of the American Academy of Arts and Sciences and the National Academy of Education as well as a Fellow of the American Educational Research Association (AERA).
In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making interactions with peers. By analyzing their participation over a school year, we provide a vision of newcomers’ language development that is integrated with, rather than a prerequisite for, disciplinary work. Newcomers’ language development involved expanding the interactional moves they used to participate in scientific sense-making, including moves that might be considered purely ‘social’, but were essential to collaboratively enacting disciplinary practices. In addition, their positioning in small group interactions impacted affordances for participation and language use. Over time, students shifted their positioning, which coincided with improved participation and collaborative sense-making for newcomers and their peers. We offer implications for how teachers can create integrated classrooms that support newcomers’ language development and disciplinary learning.
Abstract Situated in sociocultural theories of language and literacy, the authors describe an approach to teaching nonfiction text to emergent bilinguals (EBs) through the strategic use of a reading protocol. The protocol focuses on where reading text is positioned in a learning sequence and how students engage with these texts. Classroom transcripts are used to illustrate how the approach supports EBs to engage productively with nonfiction texts. The authors suggest three key considerations for supporting EBs' productive reading of nonfiction texts. These considerations highlight the equity issues inherent in providing and scaffolding access to these texts for this group of students.
Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th grade teachers to pilot inquiry-based science units designed for linguistically diverse classrooms. Through our analysis of classroom videos and teacher interviews, we surfaced ways teachers used the curriculum to create affordances for emergent multilingual students’ language use and development, as well as tensions and recurrent “missed affordances” that emerged in their practice.
