Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA. Her scholarship focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds.Aída Walqui is Principal Investigator and Director of the National Research and Development Center to Improve the Education of English Learners in Secondary Schools, housed at WestEd, USA. Her work focuses on the development of teacher expertise to realize the immense potential of multilingual learners.George C. Bunch is Professor and Education Department Chair at the University of California, Santa Cruz, USA. His research focuses on curricula, policies, and teacher preparation designed to serve multilingual learners in K-12 and higher education.Christian J. Faltis is Professor of Bilingual Education and Chair of Educational Programs at Texas A&M International University, USA. He is Professor Emeritus at the University of California, Davis, USA. His research focuses on bilingualism and bilingual teacher education. He is also an artist.

This book is a fitting tribute to the esteemed scholar, Professor Guadalupe Valdés. Beyond serving as a tribute, this anthology affords readers chapters of high quality, written by scholars who have been influenced by her work and who continue her challenge of orthodoxy, especially in support of language-minoritized communities. Outstanding!

• ContributorsPrefacePart 1: Conceptualizing the Nature of Language, Literacy and BilingualismChapter 1. Aída Walqui: Guadalupe Valdés’s Ecological View of the Education of Latino StudentsChapter 2. Amanda K. Kibler: The Stories Behind Multilingual Writers’ Texts: Critical and Ecological PerspectivesChapter 3. Jin Sook Lee and Hala Sun: Valorizing Heritage Language Speakers’ Multicompetence: Sociolinguistic Justice for a Korean American EthnolectChapter 4. Claudia V. Angelelli: Bilingualism, Heritage Languages and Translation and Interpreting Studies: A Look Through Valdés’s LensesChapter 5. Kellie Rolstad and Jeff MacSwan: Bilingual Language Assessment: A Persistent Case of BiasChapter 6. Ofelia García and Kate Menken: Developing Language versus Teaching Language: Educating con Respeto y con LupaChapter 7. Bryant Jensen: Interlude: 'Come Monday Morning': Practicality for Language Equity in Schools Chapter 8. Martha Castellón Palacios: Interlude: A Mentor for LifePart 2: Creating Affordances for Language and Learning in Classrooms and CommunitiesChapter 9. George C. Bunch and Judit N. Moschkovich: ‘Developing Young Minds’: Guadalupe Valdés’s Contributions to Equitable Content-Area Instruction for Multilingual LearnersChapter 10. Eduardo Muñoz-Muñoz, Ramón Martínez and Jonathan Rosa: Misma Dirección, Distinto Sentido: Reconceptualizing Problems and Possibilities in Educational Language LearningChapter 11. María Luisa Parra Velasco and Christian J. Faltis: Envisioning an Inclusive, Equitable and Just Language Education for Latinx Youth: Guadalupe Valdés’s Contributions to Spanish Teaching and Research Chapter 12. Melinda Martin-Beltrán: Critically Questioning and Reconceptualizing Peer Interaction in Dual  Language Bilingual EducationChapter 13. Sarah Capitelli and Laura Alvarez: Beyond the Bits and Pieces: Working with Novice Teachers to Reconceptualize Language in PracticeChapter 14. Claudia Rodriguez-Mojica and Sara Rutherford-Quach: Curricularizing Language: Examining Underlying Assumptions in Classroom PracticeChapter 15. Sarah Gallo: Transborder Parent Engagement Con RespetoChapter 16. Anita Hernández: Interlude: A Personal Reflection on Guadalupe Valdés  Chapter 17. Lucinda Pease-Alvarez: Interlude: A Teacher Educator’s Reflections on the Contributions of Guadalupe ValdésChapter 18. Susan Baker and Elsa Billings: Interlude: An Expression of Gratitude and AffectionPart 3: Educational Access, Equity and JusticeChapter 19. John Baugh and Ana Celia Zentella: E Pluribus Unum: Black and Brown Linguistic Liberation in US Schools and SocietyChapter 20. Terrence G. Wiley: Heritage and Community Languages and Education: Revisiting Valdés’s Cautionary ConcernsChapter 21. Luis E. Poza and Maneka D. Brooks: 'A Special Case of Bias': Racialized Bilinguals, Testing and the Allocation of OpportunityChapter 22. Karen D. Thompson: Revisiting Whether Separate is Always Unequal: Reconsidering Education Policy for Multilingual StudentsChapter 23. Deborah K. Palmer, Claudia G. Cervantes-Soon and Juan A. Freire: When You Let White Kids in the Door: Unpacking Whiteness and Integration in Dual-Language Bilingual EducationChapter 24. Lily Wong Fillmore: From Research to Practice: Guadalupe Valdés’s Work on Strengthening Communities with LanguageChapter 25. Greses Pérez, Karla Lomelí, Alexander Mejia and Courtney Peña: Interlude: Abriendo Puertas: Lessons from la Gran Maestra Chapter 26. Kenji Hakuta: Interlude: In the Shadow of the Curriculum Vita: Reflections on the Impact of Guadalupe Valdés on the Education EnvironmentGuadalupe Valdés: Concluding ThoughtsIndex

Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA. Her scholarship focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds.Aída Walqui is Principal Investigator and Director of the National Research and Development Center to Improve the Education of English Learners in Secondary Schools, housed at WestEd, USA. Her work focuses on the development of teacher expertise to realize the immense potential of multilingual learners.George C. Bunch is Professor and Education Department Chair at the University of California, Santa Cruz, USA. His research focuses on curricula, policies, and teacher preparation designed to serve multilingual learners in K-12 and higher education.Christian J. Faltis is Professor of Bilingual Education and Chair of Educational Programs at Texas A&M International University, USA. He is Professor Emeritus at the University of California, Davis, USA. His research focuses on bilingualism and bilingual teacher education. He is also an artist.

This book is a fitting tribute to the esteemed scholar, Professor Guadalupe Valdés. Beyond serving as a tribute, this anthology affords readers chapters of high quality, written by scholars who have been influenced by her work and who continue her challenge of orthodoxy, especially in support of language-minoritized communities. Outstanding!

• ContributorsPrefacePart 1: Conceptualizing the Nature of Language, Literacy and BilingualismChapter 1. Aída Walqui: Guadalupe Valdés’s Ecological View of the Education of Latino StudentsChapter 2. Amanda K. Kibler: The Stories Behind Multilingual Writers’ Texts: Critical and Ecological PerspectivesChapter 3. Jin Sook Lee and Hala Sun: Valorizing Heritage Language Speakers’ Multicompetence: Sociolinguistic Justice for a Korean American EthnolectChapter 4. Claudia V. Angelelli: Bilingualism, Heritage Languages and Translation and Interpreting Studies: A Look Through Valdés’s LensesChapter 5. Kellie Rolstad and Jeff MacSwan: Bilingual Language Assessment: A Persistent Case of BiasChapter 6. Ofelia García and Kate Menken: Developing Language versus Teaching Language: Educating con Respeto y con LupaChapter 7. Bryant Jensen: Interlude: 'Come Monday Morning': Practicality for Language Equity in Schools Chapter 8. Martha Castellón Palacios: Interlude: A Mentor for LifePart 2: Creating Affordances for Language and Learning in Classrooms and CommunitiesChapter 9. George C. Bunch and Judit N. Moschkovich: ‘Developing Young Minds’: Guadalupe Valdés’s Contributions to Equitable Content-Area Instruction for Multilingual LearnersChapter 10. Eduardo Muñoz-Muñoz, Ramón Martínez and Jonathan Rosa: Misma Dirección, Distinto Sentido: Reconceptualizing Problems and Possibilities in Educational Language LearningChapter 11. María Luisa Parra Velasco and Christian J. Faltis: Envisioning an Inclusive, Equitable and Just Language Education for Latinx Youth: Guadalupe Valdés’s Contributions to Spanish Teaching and Research Chapter 12. Melinda Martin-Beltrán: Critically Questioning and Reconceptualizing Peer Interaction in Dual  Language Bilingual EducationChapter 13. Sarah Capitelli and Laura Alvarez: Beyond the Bits and Pieces: Working with Novice Teachers to Reconceptualize Language in PracticeChapter 14. Claudia Rodriguez-Mojica and Sara Rutherford-Quach: Curricularizing Language: Examining Underlying Assumptions in Classroom PracticeChapter 15. Sarah Gallo: Transborder Parent Engagement Con RespetoChapter 16. Anita Hernández: Interlude: A Personal Reflection on Guadalupe Valdés  Chapter 17. Lucinda Pease-Alvarez: Interlude: A Teacher Educator’s Reflections on the Contributions of Guadalupe ValdésChapter 18. Susan Baker and Elsa Billings: Interlude: An Expression of Gratitude and AffectionPart 3: Educational Access, Equity and JusticeChapter 19. John Baugh and Ana Celia Zentella: E Pluribus Unum: Black and Brown Linguistic Liberation in US Schools and SocietyChapter 20. Terrence G. Wiley: Heritage and Community Languages and Education: Revisiting Valdés’s Cautionary ConcernsChapter 21. Luis E. Poza and Maneka D. Brooks: 'A Special Case of Bias': Racialized Bilinguals, Testing and the Allocation of OpportunityChapter 22. Karen D. Thompson: Revisiting Whether Separate is Always Unequal: Reconsidering Education Policy for Multilingual StudentsChapter 23. Deborah K. Palmer, Claudia G. Cervantes-Soon and Juan A. Freire: When You Let White Kids in the Door: Unpacking Whiteness and Integration in Dual-Language Bilingual EducationChapter 24. Lily Wong Fillmore: From Research to Practice: Guadalupe Valdés’s Work on Strengthening Communities with LanguageChapter 25. Greses Pérez, Karla Lomelí, Alexander Mejia and Courtney Peña: Interlude: Abriendo Puertas: Lessons from la Gran Maestra Chapter 26. Kenji Hakuta: Interlude: In the Shadow of the Curriculum Vita: Reflections on the Impact of Guadalupe Valdés on the Education EnvironmentGuadalupe Valdés: Concluding ThoughtsIndex

Amanda K. Kibler is Professor in the College of Education at Oregon State University, USA. Her scholarship focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds.Aída Walqui is Principal Investigator and Director of the National Research and Development Center to Improve the Education of English Learners in Secondary Schools, housed at WestEd, USA. Her work focuses on the development of teacher expertise to realize the immense potential of multilingual learners.George C. Bunch is Professor and Education Department Chair at the University of California, Santa Cruz, USA. His research focuses on curricula, policies, and teacher preparation designed to serve multilingual learners in K-12 and higher education.Christian J. Faltis is Professor of Bilingual Education and Chair of Educational Programs at Texas A&M International University, USA. He is Professor Emeritus at the University of California, Davis, USA. His research focuses on bilingualism and bilingual teacher education. He is also an artist.

This book is a fitting tribute to the esteemed scholar, Professor Guadalupe Valdés. Beyond serving as a tribute, this anthology affords readers chapters of high quality, written by scholars who have been influenced by her work and who continue her challenge of orthodoxy, especially in support of language-minoritized communities. Outstanding!

• ContributorsPrefacePart 1: Conceptualizing the Nature of Language, Literacy and BilingualismChapter 1. Aída Walqui: Guadalupe Valdés’s Ecological View of the Education of Latino StudentsChapter 2. Amanda K. Kibler: The Stories Behind Multilingual Writers’ Texts: Critical and Ecological PerspectivesChapter 3. Jin Sook Lee and Hala Sun: Valorizing Heritage Language Speakers’ Multicompetence: Sociolinguistic Justice for a Korean American EthnolectChapter 4. Claudia V. Angelelli: Bilingualism, Heritage Languages and Translation and Interpreting Studies: A Look Through Valdés’s LensesChapter 5. Kellie Rolstad and Jeff MacSwan: Bilingual Language Assessment: A Persistent Case of BiasChapter 6. Ofelia García and Kate Menken: Developing Language versus Teaching Language: Educating con Respeto y con LupaChapter 7. Bryant Jensen: Interlude: 'Come Monday Morning': Practicality for Language Equity in Schools Chapter 8. Martha Castellón Palacios: Interlude: A Mentor for LifePart 2: Creating Affordances for Language and Learning in Classrooms and CommunitiesChapter 9. George C. Bunch and Judit N. Moschkovich: ‘Developing Young Minds’: Guadalupe Valdés’s Contributions to Equitable Content-Area Instruction for Multilingual LearnersChapter 10. Eduardo Muñoz-Muñoz, Ramón Martínez and Jonathan Rosa: Misma Dirección, Distinto Sentido: Reconceptualizing Problems and Possibilities in Educational Language LearningChapter 11. María Luisa Parra Velasco and Christian J. Faltis: Envisioning an Inclusive, Equitable and Just Language Education for Latinx Youth: Guadalupe Valdés’s Contributions to Spanish Teaching and Research Chapter 12. Melinda Martin-Beltrán: Critically Questioning and Reconceptualizing Peer Interaction in Dual  Language Bilingual EducationChapter 13. Sarah Capitelli and Laura Alvarez: Beyond the Bits and Pieces: Working with Novice Teachers to Reconceptualize Language in PracticeChapter 14. Claudia Rodriguez-Mojica and Sara Rutherford-Quach: Curricularizing Language: Examining Underlying Assumptions in Classroom PracticeChapter 15. Sarah Gallo: Transborder Parent Engagement Con RespetoChapter 16. Anita Hernández: Interlude: A Personal Reflection on Guadalupe Valdés  Chapter 17. Lucinda Pease-Alvarez: Interlude: A Teacher Educator’s Reflections on the Contributions of Guadalupe ValdésChapter 18. Susan Baker and Elsa Billings: Interlude: An Expression of Gratitude and AffectionPart 3: Educational Access, Equity and JusticeChapter 19. John Baugh and Ana Celia Zentella: E Pluribus Unum: Black and Brown Linguistic Liberation in US Schools and SocietyChapter 20. Terrence G. Wiley: Heritage and Community Languages and Education: Revisiting Valdés’s Cautionary ConcernsChapter 21. Luis E. Poza and Maneka D. Brooks: 'A Special Case of Bias': Racialized Bilinguals, Testing and the Allocation of OpportunityChapter 22. Karen D. Thompson: Revisiting Whether Separate is Always Unequal: Reconsidering Education Policy for Multilingual StudentsChapter 23. Deborah K. Palmer, Claudia G. Cervantes-Soon and Juan A. Freire: When You Let White Kids in the Door: Unpacking Whiteness and Integration in Dual-Language Bilingual EducationChapter 24. Lily Wong Fillmore: From Research to Practice: Guadalupe Valdés’s Work on Strengthening Communities with LanguageChapter 25. Greses Pérez, Karla Lomelí, Alexander Mejia and Courtney Peña: Interlude: Abriendo Puertas: Lessons from la Gran Maestra Chapter 26. Kenji Hakuta: Interlude: In the Shadow of the Curriculum Vita: Reflections on the Impact of Guadalupe Valdés on the Education EnvironmentGuadalupe Valdés: Concluding ThoughtsIndex