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​Aída Walqui

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. Her work focuses on the development of teacher expertise to realize the immense potential of multilingual learners and the contexts that promote it.


Walqui’s career in the field of second language development spans several decades, all levels of education, and multiple countries. She taught at the Catholic University in Lima, at the National Autonomous University of Mexico, at Alisal High School in Salinas, CA, at Stanford University, and at the University of CA, Santa Cruz. She has received grants for multiple sources, including the Hewlett, MacArthur, Spencer, Stuart, and the Chicago Community Trust Foundations.


For the last 22 years she has worked at WestEd, where she started one of its signature programs, the Quality Teaching for English Learners (QTEL) initiative, focused on supporting the rigorous development of English Learners’ conceptual, analytic, literacy and language practices in subject matter areas. For her work the TESOL International Association named her one of the 50 most influential scholars in the field in the last 50 years.


A native Peruvian, Walqui received an MS in Sociolinguistics from Georgetown University, and her Ph.D. from Stanford University. She is the author of many books and articles, including the recent Reconceptualizing the Role of Critical Dialogue in American Classrooms. Promoting equity through dialogic education published by Routledge (co-edited with Amanda Kibler and Guadalupe Valdés).

Aida Walqui

Amanda Kibler

Amanda Kibler is a Professor in the College of Education at Oregon State University. Her scholarship focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds and using these insights to support educators in providing more equitable learning opportunities for all students. This work has been funded by both the Spencer Foundation and the William T. Grant Foundation and has been published or is in press at Applied Linguistics, Language Learning, The International Multilingual Research Journal, The Modern Language Journal, TESOL Quarterly, and Teachers College Record, among other journals. Her book documenting an eight-year longitudinal study of bilingual writers across adolescence and early adulthood, Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth, was published in 2019.

Dr. Kibler has served as the Co-Editor for Journal of Second Language Writing and as an Editorial Board member for several journals. She has held Leadership positions in AERA, TESOL, and the American Association for Applied Linguistics. Dr. Kibler’s recent research has been recognized through the Award for Best Article of the 2017 Publishing Year from the Journal of Second Language Writing, the 2018 AERA Second Language Research SIG Mid-Career Award, and the 2020 TESOL Award for Distinguished Research. Dr. Kibler is currently a Research Council Member of the National Research and Development Center to Improve Education for Secondary English Learners (2020-2025) and PI of a national study of co-teaching being conducted through the Center.

Amanda Kibler

Nelson Flores

Dr. Nelson Flores is an associate professor in educational linguistics and affiliated faculty with the Center for Latin American and Latinx Studies at the University of Pennsylvania. His research examines the historical and contemporary manifestation of raciolinguistic ideologies that frame the language practices of racialized communities as inherently deficient and in need of remediation. He does this through undertaking raciolinguistic genealogies which situate the emergence of these raciolinguistic ideologies within European colonialism and traces their durability across time and into the present. He has used this genealogical approach to reveal the ways these colonial logics have historically and continue to inform US language education policy, research, and practice.


Dr. Flores has also collaborated on several research projects focused on the education of racialized bilingual students in U.S. schools, including a study of students officially categorized as “Long Term English Learners” and a study of successful high schools serving large numbers of Latinx students. He also served as project director for the CUNY–New York State Initiative on Emergent Bilinguals, a New York State Education Department initiative seeking to improve the educational outcomes of emergent bilingual students through an intensive seminar series for school leaders, combined with onsite support by CUNY faculty. He also oversaw the Philadelphia Bilingual Education Project that studied the history of bilingual education in Philadelphia will supporting the district in its expansion of dual language education through the providing of teacher professional development and program support. Most recently, has was a research associate with The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), where he has studied the historical development of and contemporary implementation of standards-based reform for students officially classified as English Learners.


Dr. Flores was the recipient of the 2022 AERA Early Career Award, 2020 Graduate Center of the City University of New York Graduate of the Last Decade, 2019 James Atlas Prize for Research on Language Planning and Policy in Educational Contexts, 2017 AERA Bilingual Education SIG Early Career Award, and a 2017 Spencer Postdoctoral Fellowship, and the 2019 James Atlas Prize for Research on Language Planning and Policy in Educational Contexts. He also serves on several editorial boards including The International Journal of the Sociology of Language, Annual Review of Applied Linguistics, and Multilingua.

Nelson Flores

Alfredo J. Artiles

Alfredo J. Artiles is the Lee L. Jacks Professor of Education at Stanford University. He is the Director of Research at the Center for Comparative Studies in Race & Ethnicity and Director of Stanford’s Center for Opportunity Policy in Education. His programmatic research engages the questions “how do educational equity remedies create new injustices and what are effective ways to reduce these paradoxes?” His scholarship aims to understand how responses to disability intersections with race, social class, gender, and language advance or hinder educational opportunities for disparate groups of students.


Dr. Artiles has been a prolific scholar, publishing in leading scholarly outlets in the general, special, and bilingual education fields. Dr. Artiles has received numerous awards for his scholarly work and mentoring activities, including AERA’s Palmer O. Johnson Award, the AERA’s Review of Research Award, Mentoring Awards from AERA’s Division on Social Contexts of Education and the Spencer Foundation, and Distinguished Alumni from the University of Virginia School of Education. He edits the book series Disability, Culture, & Equity published by Teachers College Press. Prof. Artiles has been appointed to three consensus panels of the National Academies of Sciences, Engineering and Medicine.


Dr. Artiles was the co-PI of the federally funded National Center for Culturally Responsive Educational Systems and the Region IX Equity Assistance Center. He served on the Obama White House Commission on Educational Excellence for Hispanics. Dr. Artiles is an elected member of the National Academy of Education, Fellow of AERA and the National Education Policy Center and a Senior Research Fellow of the Learning Policy Institute. He was a resident fellow at the Center for Advanced Studies in the Behavioral Sciences. Prof. Artiles is the author of English Language Learners with special needs: Identification, placement, and instruction (with A. Ortiz) (CAL), and Language, learning and disability in the education of young bilingual children (with D. Castro) (Multilingual Matters/CAL).

Alfredo Artiles
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