Nelson Flores

Assistant Professor

Educational Linguistics Division

Graduate School of Education
University of Pennsylvania

Phone: 215-898-7913

Email: nflores@gse.upenn.edu

Professional Biography

Dr. Flores has a Ph.D. in Urban Education from the CUNY Graduate Center at the City University of New York. His research involves the study of the historical and contemporary instantiations of raciolinguistic ideologies, where language and race are co-constructed in ways that marginalize racialized communities.

Dr. Flores has collaborated on several additional studies related to the education of language-minoritized students in U.S. schools. He served as project director for the CUNY–New York State Initiative on Emergent Bilinguals, a New York State Education Department initiative, seeking to improve the educational outcomes of emergent bilingual students through an intensive seminar series for school leaders, combined with onsite support by CUNY faculty. He currently serves as the principal investigator of the Philadelphia Bilingual Education Project (PBEP).

Research Interests and Current Projects

Dr. Flores's research seeks to denaturalize the raciolinguistic ideologies that inform current conceptualizations of language education. This entails both historical analysis of the origins of current raciolinguistic ideologies and how current education policies and practices reproduce them. His current work in this area theorizes academic language as a raciolinguistic ideology. Dr. Flores’s primary objective in this work is to illustrate the ways in which the concept of academic language marginalizes language-minoritized students and to develop alternative conceptualizations of language that resist this marginalization. 

Through PBEP, Dr. Flores is also working on the following projects:

The Cultural Politics of Bilingual Education in Philadelphia, 1960–present Dr. Flores is researching the waxing and waning of bilingual education in the School District of Philadelphia situating this waxing and waning within the larger political and economic processes that have impacted Philadelphia within the past 50 years. This project also includes a contemporary component with Dr. Flores currently partnering with the School District of Philadelphia to provide professional development to bilingual education teachers and to support their expansion of the dual language model in Philadelphia schools.

The Dynamic Bilingual Case Studies in a Dual Language School project is a longitudinal study of ten students in a dual language charter school in a predominately low-income Latino area of Philadelphia. This project seeks to describe the mean-making process of these students as they develop bilingual identities by focusing on their metalinguistic conversations where they are reflecting on the ways that language works. The major objective of this project is to use insights from an analysis of these metalinguistic conversations to develop tools for bilingual teachers to more effectively support students in their bilingual language development. 

Dr. Flores is also involved with The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), which examines how various college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. He is leading the study of the implementation of the College and Career Ready Standards for English Language Learners (ELL). Dr. Flores also serves as an expert and advisor on ELLs for other branches of C-SAIL.

Selected Publications

Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85, 149–171.

Flores, N., Kleyn, T., & Menken, K. (2015). Looking holistically in a climate of partiality: Identities of students labeled ‘long-term English language learners’. Journal of Language, Identity, and Education, 14, 113–132.

Flores, N., & Baetens Beardsmore, H. (2015). Programs and structures in bilingual and multilingual education. In W. Wright, S. Boun, & O.García (Eds.), Handbook of bilingual and multilingual education (pp. 205–222). Oxford, UK: Wiley-Blackwell.

García, O., Flores, N., & Woodley, H. (2015). Constructing in-between spaces to “do” bilingualism: A tale of two high schools in one city. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging (pp. 199–224). Cambridge, UK: Cambridge University Press.

Flores, N., & Schissel, J. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479.

Flores, N. (2014). Creating republican machines: Language governmentality in the United States. Linguistics and Education, 25(1), 1–11.

Flores, N. (2013). Silencing the subaltern: Nation-state/colonial governmentality and bilingual education in the United States. Critical Inquiry in Language Studies, 10(4), 263–287.

Flores, N., & García, O. (2013). Linguistic third spaces in education: Teachers’  translanguaging across the bilingual continuum. In D. Little , C. Leung, & P. Van Avermaet (Eds.), Managing diversity in education: Key issues and some responses (pp. 243–256). Clevedon, UK: Multilingual Matters.

Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520.

García, O., & Flores, N. (2013). Literacy in multilingual classrooms. In C. Chapelle (Ed.), Encyclopedia of applied linguistics. Oxford, UK: Wiley-Blackwell.

Ascenzi-Moreno, L., & Flores, N. (2012). A case study of bilingual policy and practice at Cypress Hill Community School. In O. García, Z. Zakharia, & B. Otcu (Eds.), Bilingual community education for American children: Beyond heritage languages in a global city (pp. 219-231). Clevedon, UK: Multilingual Matters.

García, O., Flores, N., & Woodley, H. (2012). Transgressing monolingualism and bilingual dualities: Translanguaging pedagogies. In A. Yiakoumetti (Ed.), Harnessing linguistic variation to improve education (pp. 45–76). Bern: Peter Lang.

Flores, N. (2012). Power differentials: Pseudo-collaboration between ESL and mainstream teachers. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 185–194). Charlotte, NC: Information Age Publishing.

Garcia, O., Woodley, H., Flores, N., & Chu, H. (2012). Latino emergent bilingual youth in high schools: Transcaring strategies for academic success. Urban Education, 48, 798–827.

Flores, N., & Chu, H. (2011). How does size matter? The impact of the rise of small schools on Latinos and emergent bilinguals in New York City. International Journal of Bilingual Education and Bilingualism, 14, 155–170.

García, O., Flores, N., & Chu, H. (2011). Extending bilingualism in U.S. secondary education: New variations. International Multilingual Research Journal, 5, 1–18. 

Flores, N. (2010). Beyond charity: Partial narratives as a metaphor for basic writing. The Journal of Basic Writing, 29, 31–49.