Many assume bilingual education can level the academic playing field for English learners, but one UC Davis professor calls foul on current programmatic practices.
In a new paper to be presented at the Annual Meeting of the American Educational Research Association (AERA) on April 20, 2015, education professor Chris Faltis argues that “colorblind” approaches to multilingualism in education mask agendas that privilege the dominant, or “whitestream,” culture.
In academia, it is not often that undergraduate students have the opportunity to work on education research— typically professors supervise graduate students working on research projects.
Steven Athanases, professor of education, was so impressed with four undergraduate students in his Education minor course—Cultural Diversity and Education in a Sociopolitical Context—that he asked them to be on his research team during the 2012 Spring Quarter. Naficeh Dastgheyb, Mercedes De La Riva, Victor Lagunes and Reynaldo Rodriguez agreed.
Danny C. Martinez, assistant professor of education, has been selected to be a 2014 Concha Delgado Gaitan Presidential Fellow by the Council on Anthropology and Education. This early career fellowship is intended to support professional development and mentoring in the field of educational anthropology.
Only five fellowships are awarded each year, which pairs up early career scholars with senior scholars and comes with a $500 travel award to cover the cost of presenting at the annual meeting of the American Anthropological Association.
Educators are in near universal agreement that finding ways to incorporate students’ everyday use of language in the classroom is a worthy goal. The argument often revolves around making the curriculum more relevant and, thus, more engaging for youth. Rarely, however, do educators ask students to analyze and reflect on their own uses of language, particularly not in classrooms with a majority of English learners.
In recognition of his scholarship on the use of language among Black and Latino youth in urban English Language Arts classrooms, the National Council of Teachers of English Assembly for Research (NCTEAR) has honored Danny C. Martinez, assistant professor of education, with an award for his continued work to increase diverse perspectives into how we examine language and literacy in multicultural and multilingual communities.
Like most immigrant parents, Latino parents’ top priority is to provide their children with the opportunity for a better life, including the chance to attend college. But language barriers and a lack of knowledge about how to pay for college too often get in the way of Latinos realizing their dreams, according to Lisceth Cruz, a PhD candidate in the School of Education.
“Given the strong familial ties of Latino communities, parental engagement is central to understanding and addressing the disparities in educational attainment among Latinos,” said Cruz.
Marcela Cuellar joined the School of Education in July 2014 as an assistant professor in higher education & leadership. She received her doctorate in Higher Education and Organizational Change at the UCLA Graduate School of Education & Information Studies. Her research examines access and equity in higher education, Hispanic Serving Institutions (HSIs) and emerging HSIs, and Latinx student success. More specifically, Dr.
Faculty ProfileEMPHASIS AREA: LLC. Adolescent Language and Literacy; English Education; Linguistic Anthropology of Education; Sociocultural Approaches to Learning; Discourse Analysis; Black and Latina/o Youth Interactions; Ethnography
Early Literacy; English Learners; Bilingualism and Bilingual Education; Educational Television and Multimedia; Language Acquisition; Literacy development; Quantitative methods; Sociolinguistics and psycholinguistics.
I research the relationship between students’ everyday uses of language (English and Spanish) and their engagement in school-based uses of language and literacy. Some schools identify bilingual adolescents as “limited” in their English proficiency even though they use sophisticated literacy repertoires outside of school; other learners are deemed ”fluent” in English but still struggle with the language and literacy demands of their academic coursework.
Office hours: Fall Quarter 2017 — By Appointment Only
Gloria M. Rodriguez’s current research explores notions of educational investment that reflect efforts to build upon community strengths in order to address community needs within and beyond educational settings. Dr. Rodriguez also engages in research that focuses on the political economic conditions and educational trajectories of Chicana/o-Latina/o communities, other communities of color, and low-income populations in the U.S.