COVID-19 Update: During this unusual time, we want to keep you up-to-date on changes here at Caslon. We continue to do our very best to provide for our customers. Read More

  • Because some of our staff members are working remotely, there is a slight delay on shipping of print books. However, each of our titles is available as an electronic text; we encourage customers who need quick access to our textbooks to consider purchasing an electronic format.
  • College bookstores wanting to place orders should contact our distributor at 800-565-9523 or [email protected].
  • School districts should email purchase orders to [email protected] rather than faxing.
  • We invite teachers, teacher leaders, specialists, supervisors, and administrators to join us on the Caslon Community discussion board in conversations about professional learning, multilingual learners, and teacher leadership.
  • For help with any technological difficulties, order questions, quotes, or other concerns, please contact us.

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About Caslon


Lucinda  Soltero-González

Lucinda Soltero-González

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.


Wendy  Sparrow

Wendy Sparrow

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.


Brian Street

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.

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.


Guadalupe   Valdés

Guadalupe Valdés

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.