Vice Chair 2015-2017
Member, CAL Board of Trustees 2012 - 2017
Guadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education at Stanford University. Working in the area of applied linguistics, 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.
Dr. Valdés has investigated Latino students in elementary, middle school, high school and college leading to six books and more than 70 articles. Her book Con respeto: Bridging the distance between culturally diverse families and schools (Teachers College Press, 1996) examines the lives of K-3 English-language learners and their families. The book Learning and not Learning English (Teachers College Press, 2001) follows four middle-school students over a two-year period. Expanding Definitions of Giftedness: Young Interpreters of Immigrant Background (Lawrence Erlbaum, 2003) focuses on high school students who serve as young interpreters for their parents, and her book Developing minority language resources: The case of Spanish in California (Valdés, Fishman, Chavez & Perez, Multilingual Matters, 2006) examines Spanish language maintenance and instruction in both secondary and postsecondary institutions. Her book Bilingualism and Testing: A Special Case of Bias (Ablex Publishing Co., 1994) is seen as a timely classic that explores the growing challenge of increased use of standardized tests. Her most recent book, Latino Children Learning English: Steps in the Journey (Teachers College Press) appeared in November, 2010. She is currently completing a manuscript of a new book, titled: Curricularizing Language.
Valdés has carried out extensive work on maintaining and preserving heritage languages among minority populations since the 1970’s. Her early publications in this area include an edited volume of articles entitled: Teaching Spanish to the Hispanic Bilingual: Issues, Aims and Methods. (Valdés, Lozano, and García-Moya, eds. Teachers College Press, 1981). In the last several years, her work includes the book on Spanish in California referred to above as well as a number of articles including: “Toward an ecological vision of languages for all: The case of heritage languages” in A. Heining-Boynton, Realizing Our Vision of Languages for All (Pearson/Prentice Hall, 2006); and “Bilingualism, heritage learners and SLA research: Opportunities lost or seized” (Modern Language Journal, 2005). Valdés is also the co-author of a best-selling Spanish language textbook that focuses on the teaching of Spanish to Hispanic bilinguals. Español Escrito (first published by Scribners in 1978 and now published by Prentice Hall) is now in its sixth edition. She was awarded the Joshua Fishman Award for Outstanding Contributions and Leadership in the Heritage Language Field from the National Heritage Language Resource Center at UCLA in 2010.
Valdés is a member of the American Academy of Education, a Fellow of the American Educational Research Association (AERA), and a member of the Board of Trustees of Educational Testing Service (ETS). She serves on the editorial boards of a number of journals including Review of Educational Research, Bilingual Review, Written Communication, Modern Language Journal, and Hispanic Journal of the Behavioral Sciences. In May 2000, Valdés received an honorary doctorate from the University of Arizona for her work on the use of Spanish in the United States.