Assistant Professor, University of Colorado–Boulder
Lucinda Soltero-González is an assistant professor of education in the Division of Educational Equity and Cultural Diversity at the University of Colorado–Boulder. She was an elementary school teacher and a bilingual special education teacher for over seven years before earning her Ph.D. in language, reading, and culture from the University of Arizona. Her research interests include the development of bilingualism and early biliteracy in young Spanish-speaking children and biliteracy practices in U.S. schools.
Professional Research Associate, University of Colorado–Boulder
Wendy Sparrow is a professional research associate at the University of Colorado–Boulder. Her research interests include the bilingual literacy development of Latino elementary school children and fidelity of program implementation in bilingual and dual language programs and interventions. Before becoming involved in research, she spent seven years as an elementary bilingual classroom teacher and Title I literacy instructor in the public school setting.
Professor, Language in Education, King's College
Brian Street has a longstanding commitment to linking ethnographic-style research on the cultural dimension of language and literacy with contemporary practice in education. He has lectured internationally and written extensively on literacy practices, in theory and in application. His numerous publications include Literacy and Development: Ethnographic Perspectives, Social Literacies, and Cross-Cultural Approaches to Literacy. Street is a professor of language in education at King's College, London, and a visiting professor of education at the Graduate School of Education, University of Pennsylvania.
Cheryl Urow, M.Ed.
Co-Founder, Center for Teaching for Biliteracy
Cheryl Urow began her career as an educator in rural Costa Rica and later in the United States as an inner-city dual-language teacher. Since then she has had the opportunity to provide professional development across the country for schools, districts, and other organizations supporting the education of English language learners. More recently, Urow has focused her professional work on areas related to biliteracy development—the strategic use of languages in bilingual, two-way immersion, one-way immersion and dual language classrooms; authentic strategies for Spanish literacy instruction; and the Bridge between languages. Urow is a sequential bilingual who learned Spanish while serving as a Peace Corps volunteer in Costa Rica. She is co-author, with Karen Beeman, of Teaching for Biliteracy: Strengthening Bridges between Languages and co-founder of the Center for Teaching for Biliteracy, an online forum for supporting and connecting educators who teach for biliteracy.
Professor, Stanford University
Guadalupe Valdés is a professor at Stanford University. She is also a founding partner of Understanding Language, an initiative that focuses attention on the role of language in subject-area learning, with a focus on helping English language learners (ELLs)/emergent bilinguals (EBs). Valdés’ work over a period of 30 years has focused on the English–Spanish bilingualism of U.S. Latinos and on discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual in immigrant communities.