Lillian Vega Castaneda has spent much of her life trying to understand, define, and articulate the concepts of diversity and multiculturalism in ways that made sense in the classroom.
She always knew that she wanted to teach but as she progressed she saw that many students were not being reached. "I always felt that I was here to serve--especially children who needed the most help," Castaneda said. "There were so many who were denied an education because of their culture, language, and background."
As a student and in her professional life, she studied language, literacy, and bilingualism to create and strategize everything from meaningful lesson plans to entire educational programs that could serve as models for others to follow.
The CSUCI professor of education, language, culture and literacy, and chair of the Liberal Studies Program, saw the early days of diversity and multiculturalism when they were just buzzwords and public efforts were often more political than aspirational.Too often, these concepts--well meaning in their intentions--hovered over the American landscape yet never landed long enough to sink deep roots.
As a student pursuing her teaching credential in Southern California and later as a doctoral student at Harvard University, she spent time in and out of classrooms trying to find meaningful and critical dialogue that led to questions and answers.
"For my dissertation, I conducted a two-year study, interviewing teachers and students," Castaneda says. "I asked how language and literacy acquisition programs were working. I asked how best to help students, especially for those who did not speak English. I learned by being in the trenches. I learned that it was a two-way street, that teachers must learn from students as well as students learning from teachers."
Castaneda's experiences and education have combined to provide the foundation and philosophy for the University's teacher education program--that all students must have access to education. CSUCI student teachers are given specific skills in courses that are infused with concepts of language, literacy, and multiculturalism. In addition, they are required to gain experience in schools and communities that are different from their own backgrounds. They must learn how to adapt lesson plans for English-as-a-Second-Language learners. "Lillian has integrity and vision, and she's just a wonderful person, says Joan Karp, professor of special education and Education Program chair. "She has been extremely influential in building a strong program and in guiding our faculty. We believe that all teachers can teach all students if they have the skills. Lillian is the key to make that happen. She has a very powerful voice."
But literacy skills are aren't always enough. Castaneda also gives students a sense of determination and resourcefulness that is needed in today's world in which multiculturalism has been weakened and watered down.
"Teachers will always be instructionally challenged," she says. "They must always assess situations and be flexible. As a teacher, I may not know the culture and language of a student, but I can learn. There are certain things to do to help students to access curriculum. You can talk to parents, community insiders, and translators. You can talk to people in the student's community. You can use them as resources.
"No matter what the circumstances, a teacher can always welcome a student into the classroom," Castaneda says. "A teacher can create a warm environment--even for students who come from diverse language and cultural communities."