Faculty ProfileBilingual Education; Critical Race Theory; English Learners in Secondary School; Immigrants in Schools
Christian Faltis Professor Emeritus
Chris Faltis holds degrees from San Francisco State University,
San José State University, and Stanford University, where he
earned an MA and PhD. 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 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; Race-Radical Vision in Bilingual
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 York:
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:
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 & Bacon.
Selected Articles and Book Chapters
Faltis, C. & Valdés, G. (2015). Preparing teachers for
teaching in and advocating for linguistically diverse
classrooms: A vade mecum for teacher educators. In D.
Gitomer & C. Bell (Eds.). 5th Edition of the Handbook
of Research on Teaching. Washington, DC:
American Educational Research Association.
Faltis, C. (2014). Language, language development, and
teaching English to emergent bilingual users: Challenging the
common knowledge theory in teacher education and K-12 school
settings. AMAE Journal, 8(1).
Faltis, C. & Ramírez-Marin, F. (2015). Secondary bilingual
education: Cutting the Gordian knot. In W. Wright, S. Boun,
& O. García (Eds.), Handbook of Bilingual and
Multilingual Education. New York: Wiley-Blackwell.
Faltis, C. (2015). Language advocacy in teacher
education and schools . 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: Sage.
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. & 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,
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,
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
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.
In 2013, Professors Jamal Abedi and Christian Faltis were
selected to edit two volumes of Review of Research in Education,
one of the most influential education research journals in the
world. With Volume 39, Teacher Assessment and the Assessment of
Students with Diverse Learning Needs, they complete their run as
editors of the prestigious publication.
Through this study, professors Jamal Abedi and Christian Faltis
investigating the impact of the WRITE Tier 2 writing program on
the academic performance of English Language Learner (ELL)
students and on teacher instructional practices in middle and
Education Week’s OpEducation Blog invited six teacher preparation
experts to respond to the following questions:
Are New Teachers Ready to Teach?
“Teacher preparation has been a hot topic for years in the
education community. But now more than ever the nation seems
focused on teacher quality and performance in the classroom. How
well are teacher education programs preparing future teachers?
What elements are essential for the successful preparation of
novice teachers entering the classroom?”