Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors ix
4. Preface xv
5. Part 1 Conceptualizing the Nature of Language, Literacy and Bilingualism
6. Guadalupe Valdés’s Ecological View of the Education of Latino Students 1
7. 2 The Stories Behind Multilingual Writers’ Texts: Critical and Ecological Perspectives 18
8. 3 Valorizing Heritage Language Speakers’ Multicompetence: Sociolinguistic Justice for a Korean American Ethnolect 30
9. 4 Bilingualism, Heritage Languages and Translation and Interpreting Studies: A Look Through Valdés’s Lenses 41
10. 5 Bilingual Language Assessment: A Persistent Case of Bias 54
11. 6 Developing Language versus Teaching Language: Educating con Respeto y con Lupa 67
12. 7 Interlude: ‘Come Monday Morning’: Practicality for Language Equity in Schools 79
13. 8 Interlude: A Mentor for Life 82
14. Part 2 Creating Affordances for Language and Learning in Classrooms and Communities
15. 9 ‘Developing Young Minds’: Guadalupe Valdés’s Contributions to Equitable Content-Area Instruction for Multilingual Learners 85
16. 10 Misma Dirección, Distinto Sentido: Reconceptualizing Problems and Possibilities in Educational Language Learning 100
17. 11 Envisioning an Inclusive, Equitable and Just Language Education for Latinx Youth: Guadalupe Valdés’s Contributions to Spanish Teaching and Research 112
18. 13 Beyond the Bits and Pieces: Working with Novice Teachers to Reconceptualize Language in Practice 136
19. 14 Curricularizing Language: Examining Underlying Assumptions in Classroom Practice 148
20. 15 Transborder Parent Engagement Con Respeto 160
21. 16 Interlude: A Personal Reflection on Guadalupe Valdés 172
22. 17 Interlude: A Teacher Educator’s Reflections on the Contributions of Guadalupe Valdés 175
23. 18 Interlude: An Expression of Gratitude and Affection 178
24. Part 3 Educational Access, Equity and Justice
25. 19 E Pluribus Unum: Black and Brown Linguistic Liberation in US Schools and Society 181
26. 20 Heritage and Community Languages and Education: Revisiting Valdés’s Cautionary Concerns 194
27. 21 ‘A Special Case of Bias’: Racialized Bilinguals, Testing and the Allocation of Opportunity 206
28. 22 Revisiting Whether Separate is Always Unequal: Reconsidering Education Policy for Multilingual Students 219
29. 23 When You Let White Kids in the Door: Unpacking Whiteness and Integration in Dual Language Bilingual Education 231
30. 24 From Research to Practice: Guadalupe Valdés’s Work on Strengthening Communities with Language 243
31. 25 Interlude: Abriendo Puertas: Lessons from la Gran Maestra 254
32. 26 Interlude: In the Shadow of the Curriculum Vita: Reflections on the Impact of Guadalupe Valdés on the Education Environment 257
33. Concluding Thoughts 264
34. Index 266