Christian Faltis Professor, Director of Teacher Education, Dolly & David Fiddyment Chair in Teacher Education
September 17, 2012
Office hours: Wednesday 1:30-3, by appointment
Chris Faltis holds degrees from San Francisco State University,
San José State University, and Stanford University, where he
earned an M.A. and Ph.D. Prior to coming to UC Davis,
he served on the faculties of Arizona State University and the
Universities of Alabama and Nevada. Faltis was a Fulbright Senior
Research Scholar at the National Autonomous University of
Honduras, and a Visiting Scholar at UC Berkeley. In 2001, he
received the American Educational Research Association’s
Distinguished Scholar Award. Faltis has worked with schools and
school districts in California, Connecticut, Illinois, Arizona,
Nevada, New Jersey, and Texas to strengthen teaching and
learning. Faltis’ appointment to the Fiddyment Chair is also a
homecoming to Yolo County. He grew up in Woodland and graduated
from Woodland High School. Faltis is also an oil painter, whose
work has been shown in Arizona, Georgia, and Texas and often
addresses education themes. His work focuses on language
diversity from critical hybridity theory to promote the creation
of robust learning environments in which local language practices
contribute to learning, interaction, and performance.
Bilingual Language Practices; Critical Race Theory; Emergent
Bilingual Students in Secondary School; Immigration Theory;
Art-based Curriculum Studies
Ph.D. – Stanford University – Curriculum and Teacher
Education – Bilingual and Cross-Cultural Education
M.A. – Stanford University – Curriculum and Teacher Education
– Second Language Education
M.A. – San José State University – Mexican American Graduate
Studies – Bilingual Studies
B.A. – San Francisco State University – Spanish Language and
Literature – La Raza Studies
Faltis, C. & Abedi, J. (Eds.). (2013). Extraordinary
pedagogies for working in school settings serving non-dominant
students. Review of Research in Education, Vol 37. New
York: AERA/SAGE publications.
Arias, M.B. & Faltis, C. (Eds.). (2013).
Academic language and second language acquisition.
Charlotte, NC: Information Age Publishing.
Chappell, S. & Faltis, C. (2013). The arts and
emergent bilingual youth: Building critical, creative
programs in school and community contexts. New
Arias, M. B., & Faltis, C. (Eds.) (2012).
Implementing educational language policy in Arizona: An
examination of legal, historical and current practices in
SEI. Clevedon, England: Multilingual Matters, Ltd.
Faltis, C., & Valdés, G. (Eds.). (2010). Education,
immigrant students, refugee students, and English learners.
National Society for the Study of Education, New York: Teachers
Edelsky, C., Smith, K., & Faltis, C. (2008).
Side-by-side and together: Exemplary teaching practices for
English learners and English speakers in mainstream
classrooms. New York: Scholastic Books.
Faltis, C. & Coulter, C. (2007). Teaching English
learners and immigrant students in secondary school
settings. New York: Merrill/Prentice Hall.
Faltis, C. (2006). Teaching English learners in
elementary school communities: A joinfostering approach. New
Faltis, C. (2001). Joinfostering: Teaching and learning
in multilingual classrooms. New York: Prentice-Hall.
Faltis, C. & Wolfe, P. (Eds.). (1999). So much to
say: Adolescents, bilingualism, and ESL in the secondary
school. New York: Teachers College Press.
Faltis, C. & Hudelson, S. (1998). Bilingual education
in elementary and secondary school communities: Toward
understanding and caring. Needham Heights, MA: Allyn &
Selected Articles and Book Chapters
Valdés, G., & Faltis, C. (in preparation). Teaching
and language diversity. In D. Gitomer & C. Bell
(Eds.). 5th Edition of the handbook of research on
teaching. Washington, DC: American Educational
Faltis, C. (2013). Language advocacy. In M.
Bigelow & J. Ennser-Kananen (Eds.). Handbook on
educational linguistics. New York: Routledge.
Faltis, C. (2013). Demystifying and questioning the
power of academic language. In C. Faltis & M. B. Arias
(Eds.), Academic language and second language
acquisition. Charlotte, NC: Information Age
Faltis, C. (2012). Art and living inquiry into the
anti-immigrant discourse. International Journal of
Multicultural Education, 14(2), 1-21.
Debach, D, & Faltis, C. (2012). Bilingual education
in the United States. In J. Banks (Ed.), Encyclopedia
of diversity in education. Thousand Oaks, CA:
Manzo,D., Cruz, L., Faltis, C., & de la Torre, A.
(2011). Professional development of secondary science
teachers of English learners. AMAE Journal, 5(1),
Faltis, C. & Arias, M. B. (2012). Scientific-based reform
in Arizona: Whose evidence counts for applying the
Castañeda test to Structured English Immersion? In B. Arias &
C. Faltis (Eds.) Implementing educational language policy in
Arizona: An examination of legal, historical and current
practices SEI (pp. 21-38) . Clevedon, England:
Faltis, C. (2011). Hazlo bien: Teaching immigrant
English learners in secondary school. In A. Benavides, E.
Midobuche, & P. Carlson (Eds.), Hispanics in the
southwest: Education, health, and public policy Issues
(pp. 184-193). Tempe, AZ: Bilingual Press/Editorial
Faltis, C. (2010). Artists and counter-narratives in the new
era of anti-immigration. Teachers College Record, Date
Published: July 13, 2010. http://www.tcrecord.org ID Number:
Faltis, C., Arias, M.B., & Ramírez-Marín, F. (2010).
Identifying relevant competencies for secondary teachers of
English learners. Bilingual Research Journal, 33,
Faltis, C., & Valdés, G. (2010). Educating
immigrant students, refugees, and English language learners: A no
borders perspective. In C. Faltis & G. Valdés (Eds.),
Education, immigrant students, refugee students, and English
learners. National Society for the Study of Education,
109th Yearbook, Issue 2 (pp. 285-297). New York: Teachers
Faltis, C. (2008). English-Only movement. In V. Parrillo
(Ed.), Encyclopedia of social issues, Vol 1,. Thousand
Oaks, CA: Sage Publications, 300-302
Faltis, C. (2008). Compound and coordinate bilingualism. In
J. Gonzalez (Ed.), Encyclopedia of Bilingual
Education,Vol. 1. Thousand Oaks, CA: Sage Publications,
Faltis, C. (2008). Comprehensible input. In J. Gonzalez
(Ed.), Encyclopedia of Bilingual Education, Vol.1.
Thousand Oaks, CA: Sage Publications, 163-168.
Faltis, C. & Arias, B. (2007). Coming out of the ESL
ghetto: Promising practices for Latino immigrant students and
English learners in hypersegregated secondary schools.
Journal of Border Educational Research, 6(2), 19-35.
Faltis, C. (2007). Immigrant students in U.S. schools:
Building a pro-immigrant, English-plus education counterscript.
Journal of Global Initiates: Policy, Pedagogy &
Perspectives, 2(1), 5-25.
Chappell, S., & Faltis, C. (2007). Bilingualism,
Spanglish, culture and identity in Latino children’s literature.
Children’s Literature in Education, 38(4). 253-262.
Arias, B., Faltis, C., & Cohen, J. (2007). Adolescent
immigrant students and intergroup relations. In E. Frankenberg
& G. Orfield (Eds.), Lessons in integration: Realizing
the promise of racial diversity in America’s public schools
(pp. 101-109). Charlottesville, VA: University of Virginia Press.
Faltis, C. (2006). Review of Literacy Curriculum &
Bilingual Education: A critical examination. Linguistics
& Education, 16(4), 465-467.
Faltis, C. & Coulter, C. (2004). Bilinguaphobia in the
new millennium. In P. Wolfe & L. Poyner (Eds.). Marketing
fear in America’s public schools (pp. 211-234). Mahway, NJ:
Faltis, C. (2002). Contexts for becoming bilingual in school.
In R. Kaplan (Ed.), International handbook of research in
applied linguistics (pp. 277-286). London: Oxford University
Faltis, C. (2001). Bilingualism and schooling as social and
political struggles. International Journal of the Sociology
of Language 155/156, 115-124.
University of California, Davis, Dolly & David
Fiddyment Chair in Teacher Education; Professor of
Language, Literacy & Culture; Director of Teacher
Education. Jan., 2009 – present
Arizona State University, Professor of Education and
Applied Linguistics, 1991-2008.
University of Nevada, Associate Professor of Education,
Fulbright Scholar, National Autonomous University of
University of Alabama, Assistant Professor, 1983-1986
Awards and Honors
Editor, Educational Researcher, Research News &
Co-Editor, Review of Research in Education, Vols. 37
Editor, Teacher Education Quarterly, 2010-2015
Editor, TESOL Journal, 1994-1998
Distinguished Scholar Award. American Educational
Research Association. Committee on the Role and Status of
Minorities in Educational Research, 2001.
Recipient of Dean’s Award for Excellence in Research,
1997-1998, College of Education, Arizona State University.
Current Activities and Service
Program Chair, Bilingual Research SIG, AERA, 2008-2009.
Editorial Board Member, International Journal of Multilingual
Editorial Board Member, Language, Identity and Schooling
Courses Taught at UC Davis
EDU 206B Inquiry for Spanish Teachers
EDU 206 C/D Inquiry Research for Teachers
WRITE Project. 5 Years Institute for Educational Studies,
USDOE. $3.5 million. With Jamal Abedi and WestEd.
Project ACCESS (Academic Content Combined with English for
Secondary Schools). 5 years USDOE Professional Training Grant.
$1.5 million. Beatriz Arias, PI, Christian Faltis, co-PI.