Nelson Flores

Nelson Flores is an esteemed Associate Professor in Educational Linguistics at the University of Pennsylvania Graduate School of Education. His scholarly pursuits are deeply rooted in exploring the intricate interplay between language and race within educational contexts. With a keen focus on raciolinguistic ideologies, Flores delves into how these ideologies historically and contemporarily frame the language practices of racialized communities as deficient. His research critically examines the racist underpinnings of language education research, policy, and practice, highlighting their detrimental impacts on racialized bilingual students. Flores's work has not gone unnoticed in the academic community. He was honored with the 2022 AERA Early Career Award, a testament to his significant contributions to the field. His current research endeavors include an in-depth investigation into the historical and contemporary processes of classifying and reclassifying students as English Learners. Additionally, he scrutinizes how foundational concepts in educational linguistics have been complicit in fostering harmful policies and practices. In his forthcoming book, "Becoming the System: A Raciolinguistic Genealogy of Bilingual Education in the Post-Civil Rights Era," Flores offers a profound exploration of how race has been reconfigured in the post-Civil Rights era, particularly through the lens of bilingual education. This work promises to provide critical insights into the ongoing challenges and transformations within the field. Flores's dedication to his research is matched by his commitment to education and advocacy. He actively engages with educators, policymakers, and communities to promote equitable language education practices. His work not only challenges existing paradigms but also seeks to pave the way for more inclusive and just educational systems. Through his research, teaching, and advocacy, Nelson Flores continues to make a significant impact on the field of educational linguistics, inspiring a new generation of scholars and practitioners to critically engage with the complex intersections of language, race, and education.