2023 QTEL SUMMER INSTITUTES
2023 KEYNOTE SPEAKERS
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).
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.
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.
SANTA CRUZ RECEPTION SPECIAL GUEST
Please join us on Wednesday, July 19 for an after-institute reception at the Courtyard Terrace, from 5:30 to 7:30 p.m. Our special guest will be Dr. Francisco Jiménez, author of The Circuit: Stories from the Life of a Migrant Child. If you would like to have your own copy signed by Dr. Jiménez, you are welcome to bring it.
Francisco Jiménez emigrated with his family from Tlaquepaque, Mexico to California and as a child worked alongside his parents in the fields of California. He received his BA from Santa Clara University and an MA and Ph.D. in Latin American literature from Columbia University under a Woodrow Wilson Fellowship.
Jiménez’s autobiographical books The Circuit: Stories from the Life of a Migrant Child (Cajas de cartón, Spanish edition), Breaking Through (Senderos fronterizos, Spanish edition), Reaching Out (Más allá de mí, Spanish edition), Taking Hold: From Migrant Childhood to Columbia University, (Pasos firmes, Spanish edition), La Mariposa, and The Christmas Gift/El regalo de Navidad have won several national literary awards. His books have been published in Chinese, Korean, Japanese, Italian, Persian, and Spanish. In addition, he has published and edited several books on Mexican and Mexican American literature, and his stories have been reprinted in over 100 textbooks and anthologies of literature. A graphic novel version of The Circuit will be published by HarperCollins in 2024.
His four-book series—The Circuit, Breaking Through, Reaching Out, Taking Hold—has been included in the American Library Association Booklist’s 50 Best Young Adult Books of All Time.
Breaking Through and The Circuit have been adapted as plays and performed by the Pacific Conservatory for the Performing Arts at Hancock College and at schools throughout the Central Coast of California. Santa Clara University Presents, Arts for Social Justice, performed both plays on campus and at numerous schools in the Silicon Valley. The Circuit was also performed at the Fringe Festival in Edenborough, Scotland.
A short dramatic film “The Unbroken Sky”, based on his memoirs, was produced by an independent film company. The link with more information about it is: https://theunbrokensky.com/