Yalda (Marzieh) Kaveh
-
H.B. Farmer Education Building, Room 414-A 1050 S Forest Mall PO Box 871811 Tempe, AZ 85287-1811
-
Mail code: 5411Campus: Tempe
-
Yalda M. Kaveh is an assistant professor in Bilingual Education at the Mary Lou Fulton Teachers College. Her research, teaching, and service focus on equity for racially, linguistically, and culturally marginalized children at the intersection of home, school, community, and society.
Before immigrating to the United States for her graduate studies, Dr. Kaveh taught English and Persian to adolescent and adult language learners for several years in her home country, Iran. As an immigrant, Kaveh became interested in language use between parents and children in immigrant communities she was a part of. Therefore, she focused her graduate studies on “family language policies” to understand language development in children of immigrants in relation to language practices that take place in families but are situated in the broader societal, cultural, and educational contexts. During her graduate studies, Dr. Kaveh also served on multiple research projects, working to develop curricula and instructional tools to help teachers support bi/multilingual children to draw on all their linguistic resources for literacy development. Her involvement has resulted in multiple publications focusing on the use of metalinguistic methods to teach text structure and language use in literacy instruction for bi/multilingual learners.
Dr. Kaveh is currently leading an ethnographic research collaboration with a dual language program in a Title I urban K-8 public school in Arizona. The project brings together community voices (children, parents/caregivers, and school staff) to examine language ideologies, practices, and challenges facing the program in early childhood grade levels while going through language policy reforms and the changes of online schooling during the pandemic.
Ph.D. Curriculum and Instruction, Lynch School of Education, Boston College
M.S.Ed. Literacy Education (English as a Second Language concentration), University of Southern Maine
B.A. English Translation, University of Isfahan, Iran
Selected Publications
Kaveh, Y. M. (2022, OnlineFirst). Re-orienting to Language Users: Humanizing Orientations in Language Planning as Praxis. Language Policy. rdcu.be/c0iFp
Kaveh Y. M. & Buckband, C. (2022). When Life Gives You Lemons: Critically Conscious Family Engagement in a Virtual Dual Language Kindergarten Class during a Pandemic. In L. M. Dorner, D. Palmer, E. Crawford-Rossi, C. Cervantes-Soon, and D Heiman (Eds.) Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice (pp. 149-157). Routledge. https://doi.org/10.4324/9781003240594
Kaveh, Y. M., Bernstein, B., Cervantes-Soon, C., Rodriguez-Martinez, S., Mohamed, S. (2022). Moving away from the 4-hour block: Arizona’s distinctive path to reversing its restrictive language policies. International Multilingual Research Journal. 16(2). 113-135. https://doi.org/10.1080/19313152.2021.1973261
Kaveh, Y. M. & Lenz, A. (2022). “I’m embarrassed and scared to speak a different language”: The complex emotions of bi/multilingual children of immigrants in monolingual U.S. schools. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2062367
Kaveh, Y.M. (2022). Beyond feel-good language-as-resource beliefs: Getting real about hegemonic language practices in monolingual schools. TESOL Quarterly. 56(1). 347-362. https://onlinelibrary.wiley.com/doi/epdf/10.1002/tesq.3053
Kaveh, Y. M., & Sandoval, J. (2020). ‘No! I'm Going to school, I Need to Speak English!’: Who Makes Family Language Policies?. Bilingual Research Journal, 43(20).
Kaveh, Y.M. (2020). Unspoken Dialogues between Educational and Family Language Policies: Language Policy Beyond Legislations. Linguistics & Education. 60. 100876.
Kaveh, Y. M. (2018). Family language policy and maintenance of Persian: the stories of Iranian immigrant families in the northeast, USA. Language Policy, 17(4), 443-477.
I am currently conducting a longitudinal ethnographic study of a local Dual Language (Spanish-English) program. The purpose of the study is to examine language practices, challenges, and visions of the community members in order to find pathways to sustain Spanish use in the program. We are working on multiple publications from this project focusing on teacher identity, critical consciousness in bilingual education, equitable family engagement, linguistic motherwork, and family language practices.
Courses
2023 Spring
Course Number | Course Title |
---|---|
BLE 531 | Ling Cult Sustaining Pedagogy |
BLE 531 | Ling Cult Sustaining Pedagogy |
EPA 790 | Reading and Conference |
BLE 597 | Capstone |
EPA 792 | Research |
2022 Fall
Course Number | Course Title |
---|---|
EDU 592 | Research |
BLE 534 | Lang Plcy Pwr Past Present |
BLE 534 | Lang Plcy Pwr Past Present |
EPA 790 | Reading and Conference |
BLE 597 | Capstone |
2022 Summer
Course Number | Course Title |
---|---|
BLE 534 | Lang Plcy Pwr Past Present |
BLE 534 | Lang Plcy Pwr Past Present |
2022 Spring
Course Number | Course Title |
---|---|
EPA 792 | Research |
BLE 531 | Ling Cult Sustaining Pedagogy |
BLE 531 | Ling Cult Sustaining Pedagogy |
EPA 790 | Reading and Conference |
2021 Fall
Course Number | Course Title |
---|---|
BLE 534 | Lang Plcy Pwr Past Present |
BLE 408 | SEI for Linguistically Diverse |
EPA 790 | Reading and Conference |
BLE 534 | Lang Plcy Pwr Past Present |
2021 Summer
Course Number | Course Title |
---|---|
BLE 534 | Lang Plcy Pwr Past Present |
BLE 534 | Lang Plcy Pwr Past Present |
2020 Fall
Course Number | Course Title |
---|---|
BLE 520 | ESL for Children |
BLE 520 | ESL for Children |
2020 Summer
Course Number | Course Title |
---|---|
BLE 511 | Intro/Language Minority Educ |
BLE 511 | Intro/Language Minority Educ |
2020 Spring
Course Number | Course Title |
---|---|
BLE 561 | Parent Involvement in Language |
BLE 561 | Parent Involvement in Language |
2019 Fall
Course Number | Course Title |
---|---|
BLE 520 | ESL for Children |
BLE 520 | ESL for Children |
2019 Summer
Course Number | Course Title |
---|---|
BLE 511 | Intro/Language Minority Educ |
BLE 511 | Intro/Language Minority Educ |
2018 Fall
Course Number | Course Title |
---|---|
BLE 520 | ESL for Children |
BLE 520 | ESL for Children |
Most Recent Presentations:
Kaveh, Y.M., (2021, April). Beyond Feel-good Diversity Discourse: Centering Culturally Relevant and Sustaining Practices in Our Curriculum and Instruction. Advancing Equity and Justice in College Teaching and Learning series. Mary Lou Fulton Teachers College, ASU.
Kaveh Y. M., Estrella, A. (2021, April). Not Bilingual Enough: Latinx Dual-Language Teachers’ Racialized Language Ideologies. In symposium: Engaging and Reimagining Racialized Notions of Citizenship, Participation, and Leadership in Bilingual Educational Settings. American Educational Research Association (AERA) Conference, Division G (Social Context of Education).
Johnson, D. C., Kaveh, Y. M. (2021, March). Re-conceptualizing language planning and policy orientations for social justice. American Association for Applied Linguistics (AAAL) Conference. Virtual Conference.
Kaveh, Y. M., Lenz, A. (2021, March). Monoglossic Ideologies Internalized by Bilingual Children: The Longing for Language Separation. American Association for Applied Linguistics (AAAL) Conference. Virtual Conference.
Kaveh, Y.M., Buckband, C., (2021, February). Going Against the Grain: Amplifying Family Engagement in Early Childhood Dual-Language Online Classrooms During the Pandemic. Mary Lou Fulton Teachers College Early Childhood Conference 2021.