Alejandra Favela teaches a variety of courses for pre-service and in-service teachers that lead to the ESOL Endorsement. She also supervises elementary candidates some of whom are placed in bilingual settings. Dr. Favela works closely with graduate faculty members to infuse the curriculum in ways that benefit culturally and linguistically diverse students and also teaches an undergraduate course for students interested in exploring the field of education. Before coming to Lewis & Clark College, Dr. Favela was a lead member of the teacher education faculty at Claremont Graduate University in California. Her work in schools as a supervisor, consultant, and researcher have all been guided by her own experiences as a transnational student and 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. & Petteys, P. (Fall, 2022). Special Education in Rural Mexico: Two Schools in Jalisco. Journal of the American Academy of Special Education Professional.
- Torres, D. & Favela, A. (2021). Surveying the current landscape of post-secondary options and support for K-12 undocumented students: A view from one state’s school counselors. Special edition: “College Access and Success for Undocumented Students, ” Journal for College Access
- Favela, A. & DeSaxe, J. (2018). Good Teacher/ Bad Teacher: Countering Corporate Narratives that Dichotomize and Disguise Structural Inequalities. Journal of Thought
- Favela, A. (2017) .Vidas Alrevez: Educational Challenges Facing Deported Families. Journal of Latinos and Education.
- Favela, A. & Torres, D.M. (Winter 2014). Connecting Classrooms 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.
PhD (2004) Claremont Graduate University /San Diego State University, M.A. (1994) London School of Economics and Political Science, BA (1992) University of California, Berkeley