Bios of Presenters and Conference Planning Group
Thomas M. Adams
Division of Education Programs, National Endowment for the Humanities
tadams@neh.gov
Thomas M. Adams has worked since 1986 at the NEH where he currently is a senior program officer in the Division of Education Programs. He was involved in the Division’s Special Opportunities in Foreign Language Education program from 1990 through 1995. Drawing on his experiences with the work of NEH grantees, he has written articles on languages across the curriculum and on humanities connections in the teaching of Spanish to native speakers. He holds a Ph.D. from the University of Wisconsin.
James E. Alatis
Georgetown University
alatisj@georgetown.edu
James E. Alatis is a distinguished professor of linguistics and Modern Greek at Georgetown University, where he is also a dean emeritus of the School of Languages and Linguistics. In addition to serving as the president of the TESOL International Research Foundation Board, he serves as a member of the board of directors of the Joint National Committee for Languages and the National Council for Languages and International Studies. He was a member of the Greek Orthodox Archbishop’s commission on the Greek language in the United States and presented a summary of the Commission’s report at the first Heritage Language Conference in Long Beach.
Jhumpa Bhattacharya
California Tomorrow
jhumpab@californiatomorrow.org
Jhumpa Bhattacharya is a project coordinator at California Tomorrow. She currently works on the Bilingual, Bicultural Youth Families and Communities project and the Equity and Access in After Schools project. She graduated from the University of California, San Diego, double majoring in third world studies and political science. Currently, she serves on the youth advisory board for the Women’s Institute for Leadership and Development for Human Rights. She is South Asian and fluent in Bengali.
Lenore Kim Blank
Intercultural Institute of California
l.blank@att.net
Lenore Kim Blank has worked as a classroom teacher, curriculum specialist, and coordinator of Korean language programs in San Francisco Unified School District. She also helped the Educational Testing Service develop an SAT II test in Korean, spearheaded Single Subject Assessment for Teaching Korean through the California Commission on Teacher Credentialing and the National Evaluation Systems, and coordinated various Korean language programs in K—12 schools and at the community level. She is now retired and serves as academic advisor at the Intercultural Institute in California.
Soumaly Bounket
University of Wisconsin-Milwaukee
sbounket@uwm.edu
Soumaly Bounket is an associate lecturer of Lao language at the University of Wisconsin-Milwaukee. She has been a teacher and counselor in the Milwaukee public schools. Soumaly is a doctoral student in curriculum and instruction at UW-Milwaukee.
Richard D. Brecht
National Foreign Language Center
rbrecht@nflc.org
Richard Brecht is the director of the National Foreign Language Center in Washington, DC, and has been involved with the organization since its founding in 1986. Having received his MA and Ph.D. from Harvard University in Slavic Languages and Literatures, he is currently a professor of Russian at the University of Maryland at College Park and a visiting professor at Bryn Mawr College. Brecht has been a principal in the founding of several national organizations and projects: American Councils for International Education/ACTR-ACCELS (for which he serves as chair of the board of trustees), the National Council of Organizations of Less Commonly Taught Languages, Project EELIAS (Evaluation of Exchange, Language, International and Area Studies), LangNet (the Language Network), and Project ICONS (International Communication and Negotiation Simulations). He has authored numerous books and articles on language policy, second language acquisition, and Slavic and Russian linguistics. Brecht has received awards from a number of national and international organizations in the language field.
María M. Brau
Federal Bureau of Investigation
mmbrau@starpower.net
María Brau has a Ph.D. from Georgetown University in Political Theory and a Master's degree from Fordham in Romance Languages and Literature. She joined the FBI after retiring from Howard University, where she was Professor of European History. Currently, she serves as program manager for the Testing Management System at the FBI Language Training and Assessment Unit.
Russell Campbell
University of California, Los Angeles
campruss@humnet.ucla.edu
Russell Campbell is professor emeritus in the Department of TESL/Applied Linguistics at the University of California, Los Angeles (UCLA). He is the former chair of the ESL and Applied Linguistics programs and the current director of the UCLA Language Resource Program (LRP). He has coordinated UCLA’s ESL (ESP) programs in China since 1979, the UCLA-University of Guadalajara program in Mexico since 1985, and the UCLA-American University of Armenia English language program since 1991. Currently the LRP is collaborating with the Anderson Graduate School of Management in the design and implementation of special French, Spanish, Japanese, and Chinese courses for business and economics. The LRP is also collaborating with the Los Angeles Unified School District in the administration of a Korean-English two-way bilingual education program. Russell Campbell speaks Spanish and Thai.
Youn-Cha Shin Chey
Intercultural Institute of California
shinchey@iic.edu
Youn-Cha Shin Chey received a Ph.D. in Russian Language and Literature from Yale University. She works at the Intercultural Institute of California, where she established master’s and credential programs in Korean language studies in collaboration with San Francisco State University. She is also an executive director of the Korea Center in San Francisco and was instrumental in establishing its permanent site. She has received numerous awards and recognitions for her active leadership in the community.
Donna Christian
Center for Applied Linguistics
donna@cal.org
Donna Christian is president of the Center for Applied Linguistics (CAL) in Washington, DC, where she is active in research, program evaluation, policy analysis, and professional development. Her work focuses on language in education, including issues of second language learning and dialect diversity. Recent publications include Bilingual Education (co-edited with Fred Genesee) and Dialects in Schools and Communities (co-authored with Walt Wolfram and Carolyn Adger). She currently serves on the board of directors of the Joint National Committee for Languages.
Cecilia Colombi
University of California, Davis
cmcolombi@ucdavis.edu
Cecilia Colombi is an associate professor and the associate language director at the University of California, Davis. Her research interests include second language acquisition, educational linguistics, and sociolinguistics, with an emphasis on Spanish in the United States. She is currently analyzing the development of academic writing in Spanish by bilingual speakers in the United States. Recent publications include: Mi Lengua: Spanish as a Heritage Language in the U.S. (co-edited with Ana Roca), Developing Advanced Literacy in First and Second Language (co-edited with Mary Schleppegrell), Palabra Abierta (co-authored with Jill Pellettieri and Mabel Rodríguez), and La Enseñanza del Español a Hispanohablantes: Praxis y Teoría (co-edited with Francisco X. Alarcón). She holds a Ph.D. from the University of California, Santa Barbara.
Carol J. Compton
Council of Teachers of Southeast Asian Languages (COTSEAL)
parishcompton@hotmail.com
Carol J. Compton has a Ph.D. in Linguistics from the University of Michigan. She is retired from the University of Wisconsin-Madison, where she served as deputy director of the Multifunctional Resource Center for Bilingual Education in the School of Education; as language director of the Southeast Asian Studies Summer Institute; and most recently as coordinator of the Heritage Language Program in the Center for Southeast Asian Studies. She is also a past president of the Council of Teachers of Southeast Asian Languages (COTSEAL).
Silvia Dorta-Duque de Reyes
San Diego County Office of Education, California
sreyes@sdcoe.k12.ca.us
Silvia Dorta-Duque de Reyes is a strong advocate for the value of proficient bilingualism, the revitalization of rigorous Spanish language instruction, and accountability in the academic achievement of English language learners. She is known for her contributions in curriculum design, staff development, and parent involvement. Her most recent collaboration includes the Estándares de Lecto-Escritura en Español, a correlation of the California Language Arts Content standards with linguistic adaptation explicit to Spanish. She has served the Hispanic community as a bilingual classroom aide, bilingual teacher, learning handicapped and RSP resource teacher, migrant education program specialist, and Title VII project specialist. She is currently the Spanish language arts coordinator at the San Diego County Office of Education in California.
J. David Edwards
Joint National Committee for Languages and the National Council for Languages and International Studies
jdedwards@languagepolicy.org
J. David Edwards is the executive director of the Joint National Committee for Languages and the National Council for Languages and International Studies (JNCL/NCLIS), which represents 65 professional and scholarly associations concerned with languages and international education. He has a Ph.D. in government from the University of Virginia and has taught at the University of Virginia, West Virginia University, West Virginia Tech, Loyola University, and Trinity College. He has authored numerous articles and books and has received a variety of awards and fellowships for his national leadership in language policy.
Gil Narro García
United States Department of Education
Gil.Garcia@ed.gov
Gil Narro Garcia is a senior research analyst in the Office of Educational Research and Improvement, U.S. Department of Education. He manages a robust portfolio of research addressing fundamental issues of teaching and learning for language minority children and youth, including English language learners. He is especially interested in the large population of at-risk, U.S.-born, predominantly English-speaking students from heritage language backgrounds who find themselves in classrooms with ill-prepared teachers.
María Inés García
Texas Education Agency
garines@sbcglobal.net
María Inés García held the positions of consultant and director of Texas foreign language programs at the Texas Education Agency for 28 years. Previously, she was a classroom teacher of secondary school Spanish in the Corpus Christi Independent School District. She has been active in professional organizations throughout her career and has served as president of the Texas Foreign Language Association, secretary/treasurer of the National Council of State Supervisors of Foreign Languages, and a member of the executive board of the American Association of Teachers of Spanish and Portuguese. She has taught heritage Spanish learners and has collaborated in the development of publications, professional development training, conference presentations, and curriculum materials for teachers and students of Spanish for Spanish speakers.
Marjorie Hall Haley
George Mason University
mhaley@gmu.edu
Marjorie Hall Haley is an associate professor of education in the Center for Multilingual/Multicultural Education in the Graduate School of Education at George Mason University (GMU) in Fairfax, Virginia. She taught Spanish, French, German, and ESL for 14 years. At GMU, she teaches foreign/second language methods, ESL methods, and bilingualism/second language acquisition research. She supervises student teachers and participates in action research projects with educators at local, national, and international levels.
Leanne Hinton
University of California, Berkeley
hinton@socrates.berkeley.edu
Leanne Hinton is the chair of linguistics at the University of California at Berkeley, and the director of the Survey of California and Other Indian Languages. She has been working with Native American communities for over 30 years in their efforts at language maintenance and revitalization. She is a member of the board of the Advocates for Indigenous California Language Survival and has helped develop the widely known Master-Apprentice Language Learning Program and the Breath of Life language program for languages without current speakers. Recent books include The Green Book of Language Revitalization in Practice (edited with Ken Hale) and Keep Your Language Alive. At present, she is the president of the Society for the Study of Indigenous Languages of the Americas (SSILA) and incoming president of the Society for Linguistic Anthropology (SLA).
Christina Hoffman
Foreign Service Institute, United States Department of State
hoffmancn@state.gov
Christina Hoffman has been with the School of Language Studies at the Foreign Service Institute for 21 years in various capacities: language and culture instructor, language materials developer, language training supervisor, staff trainer, publications officer, multilingual computer network administrator, technologist, database manager, and head of evaluation. At present, she oversees the Language Testing Unit and the Post Language Program, which provides guidance to United States Embassy personnel on setting up language training overseas. The Post Language Program also facilitates the production and implementation of distance language learning.
Nancy H. Hornberger
University of Pennsylvania
nancyh@gse.upenn.edu
Nancy H. Hornberger is a professor of education and the director of educational linguistics at the University of Pennsylvania Graduate School of Education, where she also convenes the annual Ethnography in Education Research Forum. She specializes in sociolinguistics, language planning, bilingualism, biliteracy, and educational policy and practice for indigenous and immigrant language minorities in the United States, Latin America, and internationally. Her books include Indigenous Literacies in the Americas: Language Planning From the Bottom Up, Sociolinguistics and Language Teaching (co-edited with S. McKay), and Bilingual Education and Language Maintenance: A Southern Peruvian Quechua Case.
Catherine Ingold
National Foreign Language Center
cwingold@nflc.org
Catherine Ingold is deputy director of the National Foreign Language Center (NFLC), where she is principal investigator on the LangNet project on Project REACH, whose purpose is to develop Web-based resources for heritage speakers of Spanish and their teachers. She holds a master’s degree in Romance Linguistics and a Ph.D. in French from the University of Virginia. Her interest in heritage languages derives from two principal sources: 13 years as a faculty member, dean, and provost at Gallaudet University, where language minority issues are integral to the life of the community; and 4 years as president of the American University of Paris with its multilingual faculty and student body. At NFLC, she helped to develop a heritage mission for higher education during the Language Mission Project and co-authored with Richard Brecht the white paper that helped to launch the Heritage Languages in America Initiative. She has presented numerous papers and briefings to academic and governmental audiences on the role of heritage speakers in the nation’s language capacity, on the conditions that enable heritage speakers to develop professionally useful biliteracy, and on the role of Internet-based support for heritage language development.
Melvy Jensen
George C. Marshall High School, Falls Church, VA
fjensen@erols.com
Melvy Jensen is the chair of the Foreign Language Department at George C. Marshall High School in Falls Church, Virginia. She has taught all levels of Spanish throughout her career as a Spanish teacher. She has conducted several inservice training sessions for Spanish for Fluent Speakers. Currently she teaches Spanish for Fluent Speakers and is involved with the International Baccalaureate program and the regular Spanish program.
Olga Kagan
University of California, Los Angeles
okagan@ucla.edu
Olga Kagan is the coordinator of the Russian Language Program and director of the Language Resource Center at UCLA. She is co-author of a second-year Russian textbook, V Puti, and a textbook for heritage speakers, Russian for Russians. She is co-editor of The Teaching and Learning of Slavic Languages and Cultures that received an award for Best Contribution to Pedagogy by the American Association of Teachers of Russian and Eastern European Languages. Her most recent research interests focus on curricular development for heritage speakers.
Gerda de Klerk
Arizona State University
gdk@asu.edu
Gerda de Klerk is a doctoral student in the College of Education, Arizona State University (ASU), and works with the Southwest Center for Education Equity and Language Diversity, based at ASU. She has been active in language policy formulation and implementation in South Africa, where she was the editor of Bua!, a magazine popularizing sociolinguistic matters. She has also worked with multilingual students and teachers from all over the world through the Internet-based Global Learning Project, De Orilla a Orilla.
Nariyo Kono
The Confederated Tribes of the Warm Springs Reservation of Oregon and Portland State University
nariyo@mindspring.com
Born and educated in Japan, Nariyo Kono received her Ph.D. from the University of Arizona in second language acquisition and teaching. Her dissertation focuses on heritage Japanese learners in the foreign language classroom. She continues her research on heritage Japanese learners in Tucson, Arizona. She is a visiting scholar at Portland State University and is working with the Warm Springs Tribes of Oregon. Through curriculum development, she works toward language maintenance and revitalization of the three languages of the tribes. Her research interests include theories in language planning and language policy, classroom cultures, language pedagogy, and heritage language acquisition.
Yu-Lan Lin
Boston Public Schools
ylin@bps.boston.k12.ma.us
Yu-Lan Lin is a senior program director of World Languages for the Boston Public Schools, a position she has held since 1997. Prior to that she was the chair at the World Languages Department at the Muriel Snowden International School in Boston. She is active at the state, regional, and national levels in foreign language teacher associations. She is the past president of the Massachusetts Foreign Language Association, president of Chinese Language Association of Secondary-Elementary Schools, and a member of the board of directors of the Northeast Conference on the Teaching of Foreign Languages.
Hsueh-Ming Tommy Lu
National Council of Associations of Chinese Language Schools
lu@hopi.dtcc.edu
Hsueh-Ming Tommy Lu is the president of the National Council of Associations of Chinese Language Schools (NCACLS). He previously served as president of the Association of Chinese Schools. He is particularly interested in exploring how Chinese heritage schools can serve as resource centers on Chinese culture.
Andrew Lynch
University of Florida
alynch@rll.ufl.edu
Andrew Lynch received his Ph.D. in Hispanic linguistics from the University of Minnesota. After coordinating the Spanish for Native Speakers program at the University of Miami for two years, he joined the faculty of the University of Florida as an assistant professor of Spanish and linguistics in 2001. His areas of research are the sociolinguistics of Spanish in the United States, Spanish-English bilingualism, and Spanish heritage language acquisition. His work has appeared in Hispania, Spanish Applied Linguistics, and Research on Spanish in the United States. His article on Spanish heritage language acquisition will appear in the forthcoming Mi Lengua: Spanish as a Heritage Language in the United States. He has taught graduate courses on language in society, sociolinguistics, bilingualism, and language teaching methodology.
Reynaldo F. Macías
University of California, Los Angeles
reynaldo@csrc.ucla.edu
Reynaldo F. Macías is a professor of Chicana and Chicano studies, education, and applied linguistics at UCLA. He has research interests in language policy and politics, demography, and bilingual teacher supply and demand and preparation. He is a past director of the University of California Linguistic Minority Research Institute and is a member of the advisory board to the National Institute for Literacy appointed by President Clinton.
Scott McGinnis
National Council of Organizations of Less Commonly Taught Languages
Scott.McGinnis@belvoir.army.mil
Scott McGinnis is executive director of the National Council of Organizations of Less Commonly Taught Languages at the National Foreign Language Center in College Park, Maryland. His research and teaching focus on program and professional development, standards, and assessment for the LCTLs in general and Chinese in particular. He has served twice as president of the Chinese Language Teachers Association and is the current chair of the Chinese Language Test Development Committee for The College Board. He is also a member of the board of directors for the Joint National Committee for Languages and the Northeast Conference on the Teaching of Foreign Languages.
Graziana Morini
Embassy of Italy
morini@itwash.org
Graziana Morini is the current education officer at the Embassy of Italy in Washington, DC. Previously, she was based in the Education Office of the Italian Consulate in Melbourne, Victoria, Australia, from 1997 until December 2001. She also worked as a language adviser for the Languages Other Than English (LOTE) Unit of the Department of Education in Italy. She began her career as a primary school teacher in 1983 and later became a principal. She holds a Laurea di Dottore (doctorate) in pedagogy from the University of Parma, Faculty of Magistero.
Juanita Santos Nacu
University of California, San Diego
DrJSNacu@aol.com
Juanita Santos Nacu, a recipient of a Fulbright-Hays fellowship (University of Hawaii) for Filipino educators’ training in the Philippines in 2002, is an advocate for the preservation of Filipino culture through inclusion of Filipino language study in schools. She successfully introduced Filipino in her local school district and community college. She is a contributor to the forthcoming book Reclaiming Democracy: Educators’ Journeys Towards Transformative Teaching.
Laurie Olsen
California Tomorrow
laurieo@californiatomorrow.org
Laurie Olsen is the chief program officer of California Tomorrow, a nonprofit research and technical assistance organization committed to building a fair and inclusive multicultural society. She has developed a national reputation as a researcher, writer, speaker, trainer, and consultant to schools on issues of educational equity and achievement for immigrant students, students of color, language minority students, and low-income students in public schools. Her career spans 25 years of social and policy research, advocacy, and publishing of issues related to access and equity in K—12 education. She holds a Ph.D. in social and cultural studies in education from the University of California, Berkeley. Her most recent book is And Still We Speak.... She is on the board of the National Coalition of Advocates for Students.
Joy Kreeft Peyton
Center for Applied Linguistics
joy@cal.org
Joy Kreeft Peyton is vice president of the Center for Applied Linguistics (CAL) in Washington, DC. She is also director of the ERIC Clearinghouse on Languages and Linguistics and the National Center for ESL Literacy Education. She is interested in how teachers implement educational innovations (particularly writing methodologies) and factors that influence their success. She is co-editor of Heritage Languages in America: Preserving a National Resource (with Donald A. Ranard and Scott McGinnis) and Language in Action: New Studies of Language in Society (with Peg Griffin, Walt Wolfram, and Ralph Fasold). She is a member of the editorial advisory boards of Language Learning and Technology and the Heritage Language Journal.
Kim Potowski
University of Illinois at Chicago
kimpotow@uiuc.edu
Kim Potowski received her Ph.D. in Spanish applied linguistics and teacher education from the University of Illinois at Urbana-Champaign. She is an assistant professor of Spanish at the University of Illinois at Chicago (UIC) and directs the Heritage Language Teacher Corps, a FIPSE-sponsored collaboration between UIC and the Chicago Public Schools that provides high school teachers with graduate coursework on teaching Spanish to heritage speakers. She also directs the Spanish for Native Speakers track and the Spanish and French Teacher Education programs at UIC.
Alexander Rainof
California State University, Long Beach
arainof@csulb.edu
Alexander Rainof received his Ph.D. in comparative literature from the University of Michigan in Ann Arbor. He is a certified interpreter for the federal courts and the California courts and state agencies, one of the five directors of the National Association of Judiciary Interpreters and Translators (NAJIT) board of directors, the vice president of the Society for the Study of Translation and Interpretation (SSTI), and the chair of the Los Angeles Chapter of the California Court Interpreters Association (CCIA). He is an internationally known scholar and lecturer who has published and taught extensively in the areas of literature, linguistics, translation, and interpretation. He is an associate professor in the Romance, German, and Russian Languages and Literatures Department at California State University, Long Beach, where he has just launched the first bachelor of arts in translation and interpretation studies English/Spanish degree in the United States.
William Rivers
National Foreign Language Center
wrivers@nflc.org
William P. Rivers is an associate for language policy at the National Foreign Language Center, Washington, DC, with an ABD in Russian at Bryn Mawr College, with a specialization in the economics of language policy. He received his BA and MA degrees in Russian linguistics from the University of Maryland at College Park. His research includes the quantitative and qualitative study of second language acquisition in immersion environments, metacognition in second language acquisition, national language policy in the United States, and the microeconomics of language. He has taught Russian at the University of Maryland at College Park.
Ana Roca
Department of Modern Languages, Florida International University
rocaa@fiu.edu
Ana Roca’s main areas of teaching and research interest are Spanish, Spanish in the United States, bilingualism and heritage language education in Spanish, language teaching, language education policies, undergraduate teaching of Hispanic culture, and film. Publications include Mi Lengua: Spanish as a Heritage Language in the United States (co-edited with M. Cecilia Colombi), Research on Spanish in the United States, Nuevos Mundos, Spanish in Contact: Issues in Bilingualism (co-edited with John B. Jensen), and Spanish in the United States: Linguistic Contact and Diversity (co-edited with John M. Lipski). She has been working on SNS-related projects and activities associated with the AATSP, CAL, and the NFLC. She serves on the AATSP Spanish LangNet editorial board and is the new chair of the Spanish for Native Speakers Committee of the AATSP.
Mary Eunice Romero
University of Arizona
meromero@email.arizona.edu
Mary Eunice Romero is an enrolled member of Cochiti Pueblo, New Mexico. She is the senior research specialist/program coordinator for the Native Language Shift and Retention Project, a 3-year research study funded by the United States Office of Educational Research and Improvement (OERI) and sponsored by the University of Arizona. She has a Ph.D. in education from the University of California at Berkeley, and has co-published several articles on American Indian education and indigenous language renewal. She remains involved in American Indian education and indigenous language renewal and maintenance initiatives in New Mexico and across the nation.
Migdalia Romero
Hunter College of the City University of New York
Migdalia Romero is a professor of applied linguistics in the Department of Curriculum and Teaching at Hunter College of the City University of New York. Her 30-year career has been dedicated to bilingual education. She was a member of the Project Development Team for the Collaborative Teacher Education Program jointly sponsored by the American Council on the Teaching of Foreign Languages (ACTFL) and Hunter College and supported by the Fund for the Improvement of Postsecondary Education (FIPSE). This project was devoted to the development of a program to prepare middle and high school teachers to work more effectively with heritage language learners. She was a contributor to the ACTFL Series 2000 volume Teaching Heritage Language Learners: Voices From the Classroom.
Diana Scalera
High School for Environmental Studies of the New York City Board of Education
dscalera@rnc.com
Diana Scalera is a teacher of Spanish and video production at the High School for Environmental Studies of the New York City Board of Education. She has been a teacher of foreign language and heritage languages methods courses at Hunter College, a member of the board of directors of the New York State Association of Foreign Language Teachers, founder and president of the New York City Association of Foreign Language Teachers/UFT, and a member of the Council on Foreign Languages of the City University of New York. She was a member of the Project Development Team for the Collaborative Teacher Education Program jointly sponsored by the American Council on the Teaching of Foreign Languages (ACTFL) and Hunter College and supported by the Fund for the Improvement of Postsecondary Education (FIPSE). She was a contributor to the ACTFL Series 2000 volume Teaching Heritage Language Learners: Voices From the Classroom.
Harold Schiffman
University of Pennsylvania
haroldfs@ccat.sas.upenn.edu
Harold Schiffman is a professor of Dravidian linguistics and culture at the University of Pennsylvania, and pedagogical materials director of the newly constituted National South Asia Language Resource Center. His research interests focus on the Dravidian languages, especially Tamil, in the area of language policy. He is director of the Consortium for Language Policy and Planning. Recent publications include Linguistic Culture and Language Policy and A Reference Grammar of Spoken Tamil.
Ana María Schwartz
University of Maryland, Baltimore County
aschwart@umbc.edu
Ana María Schwartz is an associate professor of Spanish and second language pedagogy at the University of Maryland, Baltimore County (UMBC), where she teaches undergraduate Spanish courses and graduate courses in methodology and second language acquisition and learning. She has contributed articles to Heritage Languages in America: Preserving a National Resource and the forthcoming Mi Lengua: Spanish as a Heritage Language in the United States. She is co-author of the textbook Noticias: An Advanced Intermediate Content-Based Course.
Duarte Silva
Stanford University
hf.dus@forsythe.stanford.edu
Duarte Silva is the executive director of the California Foreign Language Project based at Stanford University. He has served in a leadership role on many state commissions, and for the past 15 years, he has been the co-director of the Summer Seminar for Language Teachers, which is co-sponsored by the California Language Teachers Association and the California Foreign Language Project. He is a member of the New Visions Task Force for Language Education, the chair of the Recruitment and Retention Committee for Language Educators, and a member of the National Council for Accreditation of Teacher Education (NCATE) Foreign Language Standards’ Committee. He holds a bachelor’s degree in foreign languages and English from California State University Stanislaus, a master’s degree in education administration from Sacramento State University, and a Ph.D. in international and multicultural education from the University of San Francisco.
Christine Sims
University of New Mexico and Linguistics Institute for Native Americans
simsacoma@aol.com
Christine Sims is one of the founding members and the chair of the board of directors for the Linguistic Institute for Native Americans (LINA), a New Mexico-based nonprofit organization serving Native American tribes and language programs. Over the course of 20 years, she has organized summer institutes in New Mexico (known as the Summer Institute of Linguistics for Native Americans), regional native language conferences, and workshops for native speakers and local tribes. She served as regional coordinator for the New Mexico Office of the National Indian Bilingual Center during the mid-1980s, a bilingual curriculum specialist and program director, and a consultant to various Native American Title VII bilingual programs. She has received various awards that recognize her service and achievements. She is a tribal member of Acoma Pueblo and resides on the Acoma Pueblo Indian reservation in northwestern New Mexico.
Bernard Spolsky
Bar-Ilan University
spolsb@mail.biu.ac.il
Born and educated in New Zealand, Bernard Spolsky received a Ph.D. from the University of Montreal. He taught at Indiana University and at the University of New Mexico, where he directed the Navajo Reading Study. In 1980, he moved to Israel, as professor of English at Bar-Ilan University, where he was director of the Language Policy Research Center. Currently professor emeritus, he has published research in language testing, second language learning, sociolinguistics, and language policy. He is a senior research associate at the National Foreign Language Center and was a visiting research fellow at the University of Auckland International Research Institute for Indigenous and Maori Education. His most recent books are Sociolinguistics, The Languages of Israel, and Concise Encyclopedia of Educational Linguistics. Other books include Frontiers of Bilingual Education, Language and Education in Multilingual Settings, and Measured Words: The Development of Objective Language Testing. He is the editor of Language Policy.
Hyekyung Sung
Stanford University, School of Education
sung@stanford.edu
Hyekyung Sung received a Ph.D. in education from Stanford University in 1995, specializing in bilingualism and second language acquisition. She is a social science research associate at the School of Education at Stanford University and works as the evaluation coordinator for the California Foreign Language Project, a state-funded professional development project for foreign/heritage language teachers in Grades K—16. She has presented numerous research papers on Asian language education in California, student/parent motivation to learn heritage languages, and the evaluation of professional development programs for language teachers.
Phoua Vang
University of Wisconsin-Milwaukee
pvang@sheboygan.k12.wi.us
Phoua Vang is an associate lecturer of Hmong language at the University of Wisconsin-Milwaukee. She has been a teacher and counselor in Sheboygan School District, Wisconsin. Phoua is a doctoral student in curriculum and instruction at UW-Milwaukee.
Shuhan C. Wang
State of Delaware
swang@state.de.us
Shuhan C. Wang is the supervisor for World Languages for the state of Delaware. She is active in the field of foreign and heritage language education and serves on various national committees, including the Interstate New Teacher Assessment and Support Consortium (INTASC) Foreign Language Standards Committee, Council of Chief State School Officers (CCSSO). She is the co-author of a high school Chinese textbook, Chinese for Youth, volume 1, and a chapter author for several books including Mapping the Course of the Chinese Language Field and Heritage Languages in America: Preserving a National Resource. Her research interests include bilingual, heritage, and foreign language education, multicultural and diversity education, teacher education and professional development, language maintenance, and language planning and policy.
John B. Webb
Princeton University
jwebb@princeton.edu
John Webb is the director of the Program in Teacher Preparation at Princeton University. Previously, he was the chair of the Foreign Language Department at Hunter College High School of the City University of New York and was responsible for the preparation of foreign language teachers at Hunter College. He was a member of the National Foreign Language Standards Task Force, the principal writer of the New York State Frameworks for Languages Other Than English, and a member of the Foreign Language Standards Committee for the Interstate New Teacher Assessment and Support Consortium (INTASC). He was co-director of the ACTFL-Hunter College grant project underwritten by FIPSE to establish a model preservice and inservice teacher training program to prepare teachers to teach Spanish, Haitian Creole, and French as heritage languages. This project culminated in the recent publication of a book, Teaching Heritage Language Learners: Voices From the Classroom, which he conceptualized and co-edited.
Seree Weroha
Wisconsin Department of Public Instruction
seree.weroha@dpi.state.wi.us
Seree Weroha is an education consultant, the coordinator of refugee teacher training program, and the director of the Southeast Asian Title III English Language Acquisition (bilingual/ESL) Program. He has been with the Wisconsin Department of Public Instruction since 1996. Previously he was the director of a Title VII content-based ESL project for the Kansas City Public Schools, a program planner for national origin at the Midwest Desegregation Assistance Center at Kansas State University, and a training and research specialist at the Multifunctional Resource Center, Wisconsin Center for Education Research, University of Wisconsin-Madison.
Terrence G. Wiley
Arizona State University
twiley@asu.edu
Terrence G. Wiley is a professor in the College of Education at Arizona State University and is the director there of the Division of Educational Leadership and Policy Studies. His research focuses on language policy, literacy, biliteracy, and language diversity. He co-edits, with Thomas Ricento, the Journal of Language, Identity, and Education. He has guest co-edited special issues of the Bilingual Research Journal and the International Journal of Sociology of Language, and has served on the editorial boards of the International Journal of Bilingual Education and Bilingualism, Current Issues in Language Planning, the TESOL Quarterly, and the Multilingual Educator.
Akira Y. Yamamoto
University of Kansas
akira@ku.edu
Akira Y. Yamamoto, a professor of anthropology and linguistics at the University of Kansas, has worked with the Hualapai Indian community for the past two decades. He also works with various language projects in Arizona and Oklahoma. He has been active in bringing together language and professional communities for effective and long-lasting language and culture revitalization programs. He works closely with the Indigenous Language Institute (ILI), Oklahoma Native Language Association (ONLA), and the American Indian Language Development Institute (AILDI). He is a member of language teams of various Native American communities that have been engaged in documentation, language teacher training, and the development of language programs such as preschool immersion centers. He chaired the Linguistic Society of America’s Committee on Endangered Languages and Their Preservation and is a member of the executive committee of the Society for the Study of Indigenous Languages of the Americas.
Nancy Zarenda
California Department of Education
NZarenda@cde.ca.gov
Nancy Zarenda is a consultant in the Language Policy and Leadership Office of the California Department of Education, where she supports heritage and world language programs, professional development, and the implementation of Title III. She served as a governor’s appointee on the California Commission on Teacher Credentialing and is a member of the California Foreign Language Project Advisory Board. Her career in Spanish language instruction includes K—12, community colleges, law enforcement academies, government agencies, and businesses. She is the executive director of the International Education Council, a study abroad scholarship program for teachers. She is a California court certified interpreter and serves on several state and national advisory boards.
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