Alejandra Favela teaches a variety of courses for in-service teachers that lead to the ESOL/Bilingual Endorsement. In addition, she works closely with pre-service teachers and faculty members to infuse the curriculum in ways that benefit culturally and linguistically diverse students. Before coming to Lewis & Clark College, Alejandra was a lead member of the Teacher Education Faculty at Claremont Graduate University in California. Her interest in social justice and education for marginalized children began in Bosnia-Hercegovina where she worked in refugee camps and in several non-profit organizations throughout Eastern Europe. Her work in U.S. schools as a supervisor, consultant, and researcher have all been guided by her own experiences as an immigrant student and as a bilingual teacher in both urban and rural settings. Her teaching and research focuses on bilingual education, culturally responsive teaching, immigrant social networks, transnational education, critical pedagogy, sociolinguistics, and applying communities’ funds of knowledge in schools.
Areas of Expertise
Culturally and Linguistically Responsive Pedagogy
Favela, A. & Torres, D.M. (Winter 2014). Connecting Clasrooms and Communities, Identifying Student Needs & Assets. Multicultural Education.
- Favela, A. (October, 2012). Reclaiming Language, Culture, and Hope in a Mexican Indigenous School Community. The Journal of Multiculturalism in Education. Vol 8 (2).
- Favela, A. (2010). Radical Lessons from Oaxaca: Teachers as Social Vanguards.Radical Teacher.
- Favela, A. (2010). Educational Border Crossers: Essential Skills and Attitudes for Teaching Immigrant Students. Saarbrucken: VDM Verlag.
- Expósito, S. & Favela, A. (2009). Reading The World in L1 and L2. In R. Cohen, Ed. Explorations in Second Language Reading. Alexandria, VA: TESOL, Inc.
- Dantas-Whitney, M., Favela, A. Mize, K. & Galloway, M. (2009). They’re Everyone’s Kids: Supporting Teachers Who Support ELLs. ORTESOL Journal. 26 (1), 1-6.
- Favela, A. (2009). Confianza y Consciencia: Transnational Students in Mexican Schools. Border-Lines: Journal of the Latino Research Center. Vol. 3, 6-24.
- Favela, A. & Torres, D.M. (March 2008). Supporting New Minority Teachers through Culture, Community and Collaboration. Northwest Passages. 6 (1), 23-33.
- Favela, A. (2007). Classrooms as Cultural Bridges: Learning with and from Immigrant Communities. Journal of Democracy & Education. 16 (4), 14-21.
- Expósito, S. & Favela, A. (March 2003). Reflective Voices: Valuing Immigrant Students and Teaching with Ideological Clarity. The Urban Review Journal, 35 (1), 73-91.
Ph.D. 2004 Claremont Graduate University /San Diego State University, M.A. 1994 London School of Economics and Political Science, B.S. 1992 University of California, Berkeley