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Christian Faltis

Professor, Department of Teaching and Learning
Acad Dir of CIC P'ship: Japan, Equity and Diversity

Program Area: Language, Education, and Society

(614) 688-2682


Christian Faltis is a Professor of Language, Education, and Society. His research interests include teacher education for emergent bilingual users, bilingual and dual language education, and critical arts-based learning. 

Faltis has been a Fulbright Scholar.  He was the recipient of an AERA Distinguished Scholar Award in 2001. He was inducted as an AERA Fellow in 2016. Among his many publications are Preparing Teachers to Teach in and Advocate for Linguistically Diverse Classroom:  A Vade Mecum for Teacher Educators (2016) Secondary Bilingual Education: Cutting the Gordian Knot (2015); The Arts and Emergent Bilingual Youth, (2013): Education, Immigrant Students, Refugee Students, and English Learners (2011), and Teaching English Learners and Immigrant Students in Secondary School Settings (2007). 

He holds an MA degree in Mexican American Graduate Studies from San José State University and an MA in Second Language Education and PhD in Curriculum & Teacher Education with an emphasis in Bilingual Cross-Cultural Education from Stanford University. Professor Faltis is an artist who integrates political art concerning Mexican immigration with educational policy and practices. His work has been shown in published in multiple venues across the United States


  • PhD, Stanford University, Curriculum and Teacher Education, Bilingual Cross-Cultural Education
  • MA, Stanford University, Curriculum and Teacher Education, Second Language Education
  • MA, San José State University, Mexican American Graduate Studies, Major area: Bilingual Studies
  • BA,  San Francisco State University, Major-Spanish language and literature. Minor-La Raza Studies

Selected Publications


  • MacSwan, J., & Faltis, C. (Eds.) (in press). Critical approaches to code-switching in academic settings:  Multilingual perspectives on language and language practices. Center for Applied Linguistic and Routledge.
  • Ramírez, P, Faltis, C., & de Jong, E. (Eds.), (in press). Learning from Latino English Language Learners: Critical Teacher Education. New York: Taylor & Francis.
  • Abedi, J., & Faltis, C. (Eds.). (2015). Teacher assessment and the assessment of students with special needs. Review of Research in Education, Vol. 39.  New York:  SAGE publications and AERA.
  • Faltis, C., & Abedi, J. (Eds.) (2013).  Extraordinary pedagogies for working within school settings serving nondominant students.  Review of Research in Education, Vol. 37.  New York:  SAGE publications and AERA.
  • Arias, M.B. & Faltis, C. (Eds.). (2013). Academic language and second language learning.  Charlotte, NC:  Information Age Publishing.
  • Chappell, S. & Faltis, C. (2013). The arts and emergent bilingual youth:  Building critical, creative programs in school and community contexts.  New York:  Routledge.
  • Arias, M. B., & Faltis, C. (Eds.) (2012). Implementing educational language policy in Arizona:  An examination of legal, historical and current practices in SEI.  Clevedon, England: Multilingual Matters, Ltd.
  • Faltis, C., & Valdés, G. (Eds.). (2010). Education, immigrant students, refugee students, and English learners.  National Society for the Study of Education, 109th Yearbook, Issue 2.  New York:  Teachers College Press.


  • Wong, J., & Faltis, C. (in press).  Primary school writing for emergent bilingual children.  A. Hirvala (Ed.) TESOL encyclopedia of English language teaching.  Alexandria, VA: TESOL.
  • Faltis, C. & Valdés, G. (2016). Preparing teachers to teach in and advocate for linguistically diverse classrooms: A vade mecum for teacher educators. In D. Gitomer & C. Bell (Eds.).  5th Edition of the Handbook of Research on Teaching.  Washington, DC:  American Educational Research Association. 
  • Faltis, C. (2015).  Autonomous language learning when language is a social practice: Issues for teacher education. Verbum et Lingua
  • Faltis, C., & Ramírez-Marín, F. (2015).  Secondary bilingual education: Cutting the Gordian knot.  In W. Wright, S. Boun, & T. Wiley (Eds.).  The handbook of bilingual and multicultural education (pp. 334-351). London:  Wiley-Blackwell.
  • Faltis, C. (2014).  Toward a race radical vision of bilingual education for Kurdish users in Turkey: A commentary. Journal of Ethnic and Cultural Studies, 1(1), 1-5.
  • Faltis, C. (2014). Language advocacy in teacher education and schooling.  In M. Bigelow & J. Enser-Kananen (Eds). The handbook of educational linguistics (pp. 65-78).  New York:  Routledge/Taylor & Francis.
  • Faltis, C. (2014). Acquiring academic language in prison in Atzlán:  Fake it until you make it.  International Multilingual Research Journal, 8(1), 56-69.
  • Faltis, C. (2013).  Eradicating borders:  An exploration of scholARTristy for embracing Mexican immigrant children and youth in education.  Journal and Language and Literacy Education9(2), 50-62..
  • Faltis, C. (2013).  Language, language development and teaching English to emergent bilingual users: Challenging the common knowledge theory. AMAE Journal, 7(2) 24-39. 
  • Faltis, C. (2013).  Demystifying and questioning the power of academic language.  In C. Faltis & M. B. Arias (Eds.), Academic language and second language acquisition, (pp. 3-26).  Charlotte, NC:  Information Age Publishing.  
  • Faltis, C. (2012).  Art and living inquiry into the anti-immigrant discourseInternational Journal of Multicultural Education. 14(2). 

Selected Presentations

  • Pedagogical language knowledge and the multilingual turn. Invited Speech, Department of Bilingual Bicultural Education, University of Texas at Austin, November 19, 2015.
  • A race radical vision for teaching learners about language and English users. Plenary Speech, Association of Colombia Teachers of English 40th Annual Conference, Medellín, Colombia, October 8, 2015.
  • Autonomous language learning when language is a social practice. Plenary Speech, University of Guadalajara, School of Modern Languages. May 14, 2014.
  • Art, immigration, and schools in the Southwest as living inquiry. Plenary Speech, Activist Literacy Conference, University of Georgia, February 22, 2013.
  • Pedagogical Language Knowledge: Teacher education for English learners in 21st century. VII Coloquio de Humanidades. Monterrey, Nuevo León, University of Nuevo León, May 8, 2013.
  • Language and language diversity: A guide for teacher educators. American Educational Research Association, April 29, 2013.
  • Promoting cultural understanding through art and living texts of Mexican immigrant youth. Keynote Speech, 5th Annual ACCESS Institute, Arizona State University, March 24, 2012.
  • Juan Soldado and justice for Mexican immigrants in Arizona through art. Paper presentation. Immigration and Education Conference. City University of New York, March 19, 2011.
  • Demystifying academic language in the bilingualism/heritage language discourse. Applied Linguistics Colloquium, Universidad de las Américas, Puebla, Mexico, January 27, 2011.
  • Advocacy and relevant pedagogy for Latino/a English learners. Special Session Speech, CALSA Research to Practice Conclave. University of California, October, 15, 2010.
  • Fronteras visibles e invisibles: Contextos socio-políticos en las escuela medio-superior para inmigrantes Mexicanos en Arizona. Conference on Access to English. Universidad Veracruzana, Veracruz, Mexico, May 27, 2010.
  • Building consensus: Critical competencies for secondary teachers of English learners. American Educational Research Association, May 3, 2010.
  • Art and text as living inquiry into the experiences of Mexican immigrant families in Arizona. American Educational Research Association, May 3, 2010.
  • Double-Imaging: Art and text as living inquiry in the lives of Mexican immigrants. California State University, Fullerton. Keynote Speech, Critical Arts Conference, March 23, 2010.
  • Art and restrictive language policy as living inquiry. University of Pennsylvania, 31st Annual Ethnography in Education Research Forum, February, 27, 2010.