Yalda (Marzieh) Kaveh
-
H.B. Farmer Education Building Tempe, AZ 85287-1811
-
Mail code: 1811Campus: Tempe
-
Yalda M. Kaveh is an associate professor in Bilingual Education at the Mary Lou Fulton Teachers College. Her research, teaching, and service focus on language policy, bi/multilingualism in (im)migrant families, family engagement in education, and culturally sustaining pedagogies.
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 broader societal, cultural, and educational contexts.
Since joining ASU, Dr. Kaveh's research and publications have focused on language planning in families (Kaveh, 2018; Kaveh & Sandvoal, 2020), monolingual classrooms (Kaveh, 2022), and at the intersections of home, school, and state contexts (Kaveh, 2020). In recent years, she has expanded her scholarship, both methodologically and conceptually, by studying language and power relations in different contexts through critical discourse analyses of language policy reform at the state level (Bernstein et al., 2025; Kaveh et al., 2022), studying teachers' language ideologies and classroom instructions in dual language bilingual education contexts (Kaveh & Buckband, 2022; Kaveh & Estrella-Bridges, 2024), and proposing a humanizing framework for conceptualizing and analyzing language policy in research, education, and language planning (Kaveh, 2023).
Dr. Kaveh was recently awarded the Racial Equity Grant through the Spencer Foundation to conduct a mixed methods study that examines the ways K-12 education and heritage language programs can contribute to racialization, language beliefs, and cultural identities of Iranian immigrant/refugee parents/caregivers and children in the United States.
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., Rodriguez-Martinez, S., Clement, V., Coughlin, A., Ozbek-Damar, S., & Buckband, C. (in press). Adelantando el camino: Linguistic motherwork in dual language kindergarten classrooms during the pandemic. American Educational Research Journal.
Bernstein, K. A., Brown, L., Kaveh, Yalda M., Yuhas, B, & and Pazhouhi, S. (2025). The Perils of Policy Workarounds: Lessons from Arizona’s Return to “English-Only” Policy. Journal of Language, Identity & Education, 24(3), 742–748. https://doi.org/10.1080/15348458.2024.2446860
Alvarado, J., & Kaveh, Y. M. (2024). Beyond “Engaged/Involved”: Latina Immigrant Mothers’ Negotiations of Family-Bilingual Program Relations During the COVID-19 Pandemic. Journal of Family Diversity in Education, 6(2), 118-148. https://doi.org/10.53956/jfde.2024.196
Kaveh Y. M. & Buckband, C. (2024). Critically conscious family engagement: positioning families as co-teachers amidst the Covid-19 Pandemic. Equity & Excellence in Education (EEE). 57(4) 474-492. http://dx.doi.org/10.1080/10665684.2024.2390503
Kaveh Y. M., Estrella-Bridges, A. (2024). Pedagogies of resistance and healing: Latinx dual language teachers battling racialized ideologies of languagelessness in Arizona. Journal of Language, Identity, and Education. 6(2), pp. 118-148. https://doi.org/10.1080/15348458.2024.2319331
Buckband, C., Kaveh Y. M., Ozbek-Damar, S., & Yuhas. B. (2024). “Puro English and a little bit of Spanish”: Bi/multilingual kindergarteners’ language ideologies in a dual language bilingual class during the COVID-19 pandemic. International Journal of Bilingualism. 28(4) 651-667. https://doi.org/10.1177/13670069241236683
Kaveh, Y. M. (2023). 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). https://doi.org/10.1080/15235882.2020.1825541
Kaveh, Y.M. (2020). Unspoken Dialogues between Educational and Family Language Policies: Language Policy Beyond Legislations. Linguistics & Education. 60. 100876. https://doi.org/10.1016/j.linged.2020.100876
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. https://doi.org/10.1007/s10993-017-9444-4
Courses
2026 Spring
| Course Number | Course Title |
|---|---|
| BLE 597 | Capstone |
2025 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
| BLE 534 | Lang Plcy Pwr Past Present |
| BLE 534 | Lang Plcy Pwr Past Present |
2025 Summer
| Course Number | Course Title |
|---|---|
| BLE 534 | Lang Plcy Pwr Past Present |
| BLE 534 | Lang Plcy Pwr Past Present |
2025 Spring
| Course Number | Course Title |
|---|---|
| DCI 790 | Reading and Conference |
| EPA 792 | Research |
| EPA 790 | Reading and Conference |
| BLE 531 | Ling Cult Sustaining Pedagogy |
| BLE 531 | Ling Cult Sustaining Pedagogy |
| TEL 540 | Cultvat Network Cultral Respon |
| TEL 540 | Cultvat Network Cultral Respon |
2024 Fall
| Course Number | Course Title |
|---|---|
| BLE 597 | Capstone |
| EPA 790 | Reading and Conference |
2024 Spring
| Course Number | Course Title |
|---|---|
| EPA 792 | Research |
| BLE 597 | Capstone |
| EPA 790 | Reading and Conference |
| BLE 531 | Ling Cult Sustaining Pedagogy |
| BLE 531 | Ling Cult Sustaining Pedagogy |
2023 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
| BLE 534 | Lang Plcy Pwr Past Present |
| BLE 534 | Lang Plcy Pwr Past Present |
| BLE 336 | Cultrly Sust&Transf Pedagogies |
2023 Summer
| Course Number | Course Title |
|---|---|
| BLE 534 | Lang Plcy Pwr Past Present |
| BLE 534 | Lang Plcy Pwr Past Present |
2023 Spring
| Course Number | Course Title |
|---|---|
| EPA 792 | Research |
| BLE 597 | Capstone |
| EPA 790 | Reading and Conference |
| BLE 531 | Ling Cult Sustaining Pedagogy |
| BLE 531 | Ling Cult Sustaining Pedagogy |
2022 Fall
| Course Number | Course Title |
|---|---|
| BLE 597 | Capstone |
| EPA 790 | Reading and Conference |
| BLE 534 | Lang Plcy Pwr Past Present |
| BLE 534 | Lang Plcy Pwr Past Present |
| EDU 592 | Research |
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 |
| EPA 790 | Reading and Conference |
| BLE 531 | Ling Cult Sustaining Pedagogy |
| BLE 531 | Ling Cult Sustaining Pedagogy |
2021 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
| BLE 408 | SEI for Linguistically Diverse |
| BLE 534 | Lang Plcy Pwr Past Present |
| 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 |
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.