UC Davis School of Education

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Christian Faltis

Professor, Director of Teacher Education, and Dolly & David Fiddyment Chair in Teacher Education
Phone: (530) 752-4036
Email: cjfaltis@ucdavis.edu


Chris Faltis holds degrees from San Francisco State, San Jose State, and Stanford, where he earned his Ph.D. Prior to coming to UC Davis, he served on the faculties of Arizona State 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 wife, Annie Faltis, is a schoolteacher.

Expertise
Bilingual Education; Critical Race Theory; English Learners in Secondary School; Immigrants in Schools

Education

  • 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

Highlighted Publications

  • Selected Books
  • Faltis, C., & Valdés, G. (Eds.). (under contract). Education, immigrant students, refugee students, and English learners. National Society for the Study of Education, New York: Teachers College Press.
  • Arias, M. B., & Faltis, C. (Eds.) (in press). Implementing educational language policy in Arizona: An examination of legal, historical and current practices in SEI. Clevedon, England: Multilingual Matters, Ltd.
  • 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 York: Merrill.
  • 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 & Bacon.
  • Selected Articles and Book Chapters
  • 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, 161-163.
  • 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: Lawrence Erlbaum.
  • 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 Press.
  • Faltis, C. (2001). Bilingualism and schooling as social and political struggles. International Journal of the Sociology of Language 155/156, 115-124.
     
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Professional Experience

  • UC Davis, Professor, Dolly & David Fiddyment Chair in Teacher Education, 2009 - present
  • Arizona State University, Professor of Education and Applied Linguistics, 1991-2008.
  • University of Nevada, Associate Professor of Education, 1987-1991.
  • Fulbright Scholar, National Autonomous University of Honduras, Tegucigalpa,1986
  • University of Alabama, Assistant Professor, 1983-1986

Awards and Honors

  • Editor, Educational Researcher, Research News & Comments, 1998-2001
  • 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.

Associations, Boards & Committees

  • Program Chair, Bilingual Research SIG, AERA, 2008-2009.
  • Editorial Board Member, International Journal of Multilingual Research
  • Editorial Board Member, Language, Identity and Schooling

Courses Taught at UC Davis

  • EDU 206B Inquiry for Spanish Teachers.

Funded Research

  • 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. 2007-2012.