Yalda (Marzieh) Kaveh

H.B. Farmer Education Building, Room 414-A
1050 S Forest Mall
PO Box 871811
Tempe
Assistant Professor
Faculty
TEMPE Campus
Mailcode
5411

Biography

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.

Education

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

Google Scholar

Publications

Kaveh, Y.M. (2021). Beyond feel-good language-as-resource beliefs: Getting real about hegemonic language practices in monolingual schools. TESOL Quarterly.  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 Journal43(20).

Kaveh, Y.M. (2020). Unspoken Dialogues between Educational and Family Language Policies: Language Policy Beyond Legislations. Linguistics & Education60. 100876.

Brisk, M.E. & Kaveh, Y.M. (2019) Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School that Embraced a Genre-based Pedagogy to Teach Writing. In S. Hammer, K. M. Viesca, N. L. Commins. Teaching Content and Language in the Multilingual Classroom: International Research on Policy, Perspectives, Preparation and Practice.. N.Y.: Routledge. 

Brisk, M., & Kaveh, Y. (2019). Teacher education for bi/multilingual students. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: http://dx.doi.org/10.1093/acrefore/9780190264093.013.280

Kaveh, Y. M. (2018). Family language policy and maintenance of Persian: the stories of Iranian immigrant families in the northeast, USA. Language Policy17(4), 443-477.

Kaveh, Y. M. (2018). Unspoken Dialogues between Educational and Family Language Policies: Children as Language Policy Agents (Doctoral dissertation, Boston College).

Brisk, M.E., Kaveh, Y.M., Scialoia, P., & Timothy, B. (2016). Writing arguments: The experience of two mainstream teachers working with multilingual students. In C.P. Proctor, A. Boardman, & F. Hiebert, Teaching emergent bilingual students: Flexible approaches in an era of new standards. N. Y.: Guilford Press. (138-156).

Lapidus, A., Kaveh, Y. M., & Hirano, M. (2013). ESL teachers/ESL students: Looking at autoethnography through the lens of personetics. L2 Journal. 5(1).

Research Activity

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, and family language practices.

Courses

Fall 2021
Course Number Course Title
BLE 408 SEI for Linguistically Diverse
BLE 534 Lang Plcy Pwr Past Present
EPA 790 Reading and Conference
Summer 2021
Course Number Course Title
BLE 534 Lang Plcy Pwr Past Present
Spring 2021
Course Number Course Title
MCE 447 Diversity in Multicultural Set
Fall 2020
Course Number Course Title
BLE 408 SEI for Linguistically Diverse
BLE 520 ESL for Children
Summer 2020
Course Number Course Title
BLE 511 Intro/Language Minority Educ
Spring 2020
Course Number Course Title
MCE 447 Diversity in Multicultural Set
BLE 561 Parent Involvement in Language
Fall 2019
Course Number Course Title
BLE 408 SEI for Linguistically Diverse
BLE 520 ESL for Children
Summer 2019
Course Number Course Title
BLE 511 Intro/Language Minority Educ
Spring 2019
Course Number Course Title
BLE 408 SEI for Linguistically Diverse
BLE 413 Language Arts in BLE/ESL Sett
Fall 2018
Course Number Course Title
BLE 520 ESL for Children

Presentations

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.