Find Academic Supervisors

Soojin Oh ParkView profile

Assistant Professor

• Early Childhood Education
• Bilingual Education
• Family Literacy
• +7 more

Soojin Oh Park is an Assistant Professor in the Learning Sciences & Human Development department at the University of Washington College of Education. Her research focuses on equity-driven improvements in early childhood education, family literacy engagement with Dual Language Learners (DLLs), and culturally grounded parenting practices. Ed.D., Human Development and Education, Harvard University M.Ed., Educational Policy and Analysis, Harvard University M.S.Ed., Learning, Teaching, and Literacies, University of Pennsylvania B.A., Psychology, University of Pennsylvania Park’s interdisciplinary work combines qualitative, quantitative, and mixed-methods approaches to address gaps in early childhood education (ECE) and parenting, emphasizing: Family literacy engagement for DLLs’ language and literacy development Culturally sustaining pedagogy to amplify family strengths Equity-oriented reforms in ECE systems and policies Her publications span topics like heritage language maintenance, culturally responsive assessment, and the impact of immigration policy on child development, often utilizing advanced methodologies such as machine learning. Awards include the SRCD Federal Policy Fellowship and Best Article of the Year from the Journal of School Psychology. Outstanding Research Paper Award (Korean American Educational Research Association) Distinguished Paper Award (Washington Educational Research Association) Best Article of the Year Award (Journal of School Psychology) Emerging Scholar Fellowship (National Research Center on Hispanic Children and Families) Park leads projects such as FAMILY (Fathers And Mothers Investing in Learning of Young Children) and BASECAMP (Bolstering Asian Students in Early Childhood by Advancing Multilingual Pedagogies). She teaches courses on language and literacy learning, bilingual development, and parenting impacts on early education.

Laura Ascenzi-MorenoView profile

Professor

• Bilingual Education
• Translanguaging
• Biliteracy
• +7 more

Laura Ascenzi-Moreno serves as Professor of Bilingual Education and Bilingual Program Coordinator in the Childhood, Bilingual and Special Education Department at Brooklyn College, City University of New York (CUNY), School of Education. Her academic leadership focuses on developing educators capable of serving linguistically diverse student populations through equity-centered pedagogical frameworks. Her educational foundation includes a B.A. in Anthropology and Education from Swarthmore College (1994), an M.A. in Individualized Studies in Education from Harvard Graduate School of Education (1999), New York State Permanent Certification for PreK-6 (2002), a Bilingual ESL and Teacher Leadership Program from Bank Street College (2004), and a Ph.D. in Urban Education from CUNY Graduate Center (2012). Dr. Ascenzi-Moreno's research pioneers translanguaging applications across literacy instruction, assessment, and computational learning environments. She investigates how emergent bilinguals' linguistic repertoires can transform reading development, teacher knowledge construction, and multimodal assessment practices. Her work consistently centers equity through frameworks like syncretic reasoning and accompáñamiento, challenging deficit ideologies while promoting asset-based approaches to multilingual education. Analysis of her 2020-2024 publications reveals an accelerating interdisciplinary trajectory where translanguaging principles increasingly intersect with computer science education. This evolution demonstrates strategic expansion from foundational literacy research into computational literacies, with growing emphasis on co-design methodologies and teacher agency in developing multilingual CS curricula. Her scientific recognition includes the 2024 NCTE Outstanding Elementary Educator Award, Language Arts Distinguished Article Award, and major NSF grants totaling $1.3 million for computational literacy projects. Additional honors encompass Fulbright Scholarship work in Colombia, PSC-CUNY research awards, and Westinghouse Science Talent Search distinction. As Principal Investigator of NSF-funded PiLa-CS and former CUNY-NYSIEB Associate Investigator, she secures substantial grant support while mentoring teacher candidates. Her service includes NCTE Elementary Steering Committee leadership (2022-2026), journal reviewing, and Brooklyn's New York Teacher Table participation addressing educator recruitment/retention. Dr. Ascenzi-Moreno co-directs the Participating in Literacies in Computer Science project and maintains active collaboration with NYC schools through translanguaging professional development initiatives. Her work with the CUNY-NYSIEB project established foundational frameworks now implemented across New York bilingual programs.

Guofang LiView profile

Professor

• Early bilingual development
• Family literacy
• Early literacy instruction
• +2 more

Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.

Chang PuView profile

Professor

• English as a Second Language Education
• Bilingual Education
• Heritage Language Education
• +2 more

Dr. Chang Pu is a Professor of Teacher Education and Coordinator of the ESOL endorsement program at Berry College. She specializes in TESOL, bilingual education, and heritage language education, teaching both undergraduate and graduate courses including Multicultural Education and ESOL endorsement classes. Her work emphasizes preparing educators to support culturally and linguistically diverse students through collaborations with schools in Georgia (e.g., New Comer Academy) and China. Education: Ph.D. in Culture, Literacy, and Language (University of Texas, San Antonio) M.A. in TESOL (St. Cloud State University) B.A. in English (University of Electronic Science & Tech. of China) Instructional Technology Certificate (St. Cloud State University) Research Focus: Dr. Pu's research centers on heritage language education, virtual exchange methodologies, and equitable practices for linguistically diverse learners. She investigates how bilingual and bicultural competence can be fostered in K-12 settings and teacher preparation programs. Publications: Her work spans topics like at-risk Latino student success, global teacher education collaboration, and Chinese heritage language instruction. Recent contributions include analyses of biliteracy development and innovative pedagogical strategies in multicultural contexts. Awards: 2019 Longview Foundation Global Teacher Educator Fellow Dr. Pu actively engages in community partnerships, co-designing programs with international schools and bilingual immersion initiatives to bridge educational gaps. Her advising focuses on preparing teachers for multicultural classrooms through service-learning and cross-cultural exchanges.

Kendall KingView profile

Professor

• Sociolinguistics
• Language Policy
• Bilingual Education
• +4 more

Kendall King is a Professor of Multilingual Education and Associate Dean for Graduate Education and Faculty Development at the University of Minnesota , College of Education and Human Development. With expertise in sociolinguistics and language policy, they coordinate the undergraduate TESL minor and lead research projects funded by the U.S. Department of Education through CARLA. B.A. Psychology, University of California, Santa Barbara (1991) M.S. TESOL, University of Pennsylvania (1993) Ph.D. Educational Linguistics, University of Pennsylvania (1997) Their research focuses on second language learning , bilingualism , and equity , particularly in contexts involving minoritized languages and immigrant/refugee populations. They examine how family and school practices influence language use and academic success, with a strong emphasis on native language literacy as a pedagogical resource. Recent publications analyze neoliberal influences on language policies, including critiques of state seals of biliteracy and bilingual parenting frameworks. Their work has shaped Minnesota's LEAPS Act (2014), promoting multilingual approaches for English learners. Collaborative studies with Martha Bigelow highlight literacy development in newcomer students. Scientific Awards: Distinguished Scholarship and Service Award (AAAL, 2024) Linda Duttenhaver Distinguished Alumni Award (UC Education Abroad, 2023) ACTFL Research Priorities Initiative (2019) Helen C. Bailey Alumni Award (2016) Imagine Fund Annual Award (UMN, 2014) CEHD Summer Research Award (UMN, 2012) King emphasizes responsive advising and co-publishing with PhD students, supporting their participation in conferences and departmental intellectual life. They co-lead initiatives to expand multilingual recognition through state biliteracy seals.

Nhlanhla MpofuView profile

Associate Professor

• Second Language Teaching
• Literacy Education
• Multilingual Education
• +4 more

Dr. Nhlanhla Mpofu is an Associate Professor in TESOL and Literacy at Stellenbosch University's Faculty of Education, where she serves as Vice Dean for Teaching and Learning and Chair of the Department of Curriculum Studies. She also holds a Visiting Professor position at the University of Antwerp in Belgium. She obtained her PhD in Humanities Education from the University of Pretoria in 2016. Her research focuses on second-language learning in English-medium classrooms , developing culturally sustaining pedagogies that leverage learners' mother tongues, and re-orienting language education research in multilingual systems. She leads the NRF-funded project "Exploring the preparation and experiences of teachers using English across the curriculum: An interdisciplinary approach" and specializes in asset-based approaches that challenge deficit models in language education. Her publications demonstrate consistent focus on language policy implementation , teacher development , and multilingual pedagogies within African educational contexts, with recent work examining translanguaging strategies and disciplinary literacies. Awards & Honors: Fulbright Alumna Golden Key Honor Society Rated Researcher (South African National Research Foundation) Member of South African Young Academy of Science (SAYAS) Margaret McNamara Education Grantee COIL Fellow Grants: 2019: NRF-funded project on teacher preparation for English as Language of Learning and Teaching (Principal Investigator) She maintains professional memberships with the Southern African Linguistics and Applied Linguistics Society (SALALS) and South African Association for Language Teaching (SAALT), and serves on the South African Council on Higher Education Accreditation Committee.

Adriana AlvarezView profile

Assistant Professor

• Bilingual Education
• Biliteracy
• Family-school Partnerships
• +2 more

Adriana Alvarez is an Assistant Professor in the Culturally and Linguistically Diverse Education program at the University of Colorado Denver School of Education & Human Development. She serves as Co-Book Editor for the Bilingual Research Journal and maintains affiliations with the Renée Crown Wellness Institute and Culture, Language, and Social Practice (CLASP) at CU Boulder. Ph.D. in Educational Equity and Cultural Diversity (2017) from University of Colorado Boulder Graduate Certificate in Culture, Language, and Social Practice (2017) from CU Boulder M.Ed. in Instructional Specialist in Bilingual Education (2006) from University of Texas at El Paso B.A. in Interdisciplinary Studies in Bilingual Education (2001) from University of Texas at El Paso Her research focuses on biliteracy and family engagement through equity-oriented and strength-based approaches in Spanish-speaking communities. Specializing in bilingual education and culturally responsive pedagogy, she has developed frameworks for leveraging students' funds of knowledge and identity in educational practices. Awards include: 2019 Colorado Association for Bilingual Education Board Award 2017 Outstanding Ph.D. Graduate School of Education 2012-2017 Miramontes Scholars Doctoral Fellowship With 11 years of experience as a bilingual teacher in El Paso, Texas, she brings practical expertise to her academic work while collaborating with multiple interdisciplinary initiatives across institutions.

LI-JEN KUOView profile

Associate Professor

• Bilingual Education
• Literacy Development
• Cognitive Science of Learning
• +3 more

Dr. Li-Jen Kuo is an Associate Professor in the Department of Teaching, Learning & Culture at Texas A&M University (TAMU). She holds a Ph.D. in Cognitive Science of Teaching & Learning from the University of Illinois at Urbana-Champaign, along with M.A. degrees in Linguistics and Language Learning & Policy from UIUC and Stanford University, respectively. Her research focuses on cross-linguistic literacy, bilingual education, and cognitive aspects of learning. She directs the TAMU World Languages Academy and Teacher Academy, emphasizing multilingual education and teacher development. Key projects include the Cross-Linguistic Literacy & Cognition Research Group and editorships in Reading Research Quarterly and International Journal of Bilingual Education . Dr. Kuo has advised numerous doctoral students and led search committees for literacy/ESL faculty roles. Her awards include the Fulbright-Hays Fellowship (2024-2025) and the National Academy of Education/Spencer Postdoctoral Fellowship (2008-2010). Her work bridges theory and practice, examining interventions for ELLs, technology integration, and bilingual cognitive development.

Elenita Irizarry RamosView profile

Adjunct Professor

• Dual Language Education
• Bilingual Education
• Multilingual Learning
• +5 more

Elenita Irizarry Ramos is an Adjunct Professor at the University of Massachusetts Amherst’s Bilingual and Dual Language Education Graduate Certificate program and currently serves as the Senior Strategist for Multilingual Learning at the Massachusetts Department of Elementary and Secondary Education (DESE). She previously held roles as the WMass Bilingual Hub Coordinator, a Visiting Scholar at Indiana University, and an Assistant Professor at the University of Puerto Rico–Rio Piedras. Her academic and professional journey reflects a strong commitment to equitable bilingual education and multilingual program development. Elenita holds a Doctorate in Curriculum and Teaching from the University of Puerto Rico–Rio Piedras, a Master’s in English Education, and a Bachelor’s in Biology from the University of Puerto Rico–Mayagüez. Her research focuses on dual language education, biliteracy development in PK-12 settings, and culturally sustaining program evaluation. She has also contributed to ESL test design for the College Board in Puerto Rico and Latin America. Her publications and presentations highlight resilience in education post-disasters, such as Hurricane María’s impact on students and teachers, as well as strategies for fostering inclusive bilingual programs. She actively bridges academic research with public policy through her role at DESE, advocating for systemic improvements in multilingual education. Elenita’s work integrates STEAM education into bilingual curricula and emphasizes collaborative strategies for teacher professional development. Her TEDx talk, From the Me Generation to the We Generation , underscores her vision of fostering collective responsibility in education.

Ping WangView profile

Professor

• Chinese Intellectual History
• Literature
• Medieval Philology
• +3 more

Ping Wang is a Professor in the Department of Asian Languages & Literature at the University of Washington, serving as Graduate Program Coordinator and Graduate Admissions & Education Committee Chair. They hold a Ph.D. in Chinese Language and Literature from the University of Washington (2006). Their research focuses on Chinese Intellectual History, Medieval Philology, Poetry and Poetics, and Translation Studies. Recent research trends include interdisciplinary approaches to classical texts and modern translation methodologies. The listed articles highlight contributions to computational linguistics and AI, though primary disciplinary focus remains humanities. No specific awards are listed, though the department's 'Awards & Honors' page may contain institutional recognitions. Advising emphasizes graduate education coordination rather than individual student mentorship. Active in departmental administration and curriculum development. Research affiliations include the Bilingual and Biliteracy Research Lab and the Early Buddhist Manuscript Project. Office located in GWN M246 with regular Thursday office hours.

Elizabeth HowardView profile

Associate Professor

• Dual Language Education
• Biliteracy Development
• Sociocultural Competence
• +2 more

Elizabeth Howard is an Associate Professor of Bilingual Education in the Department of Curriculum and Instruction at UConn's Neag School of Education. Her research examines dual language programs, biliteracy development, sociocultural competence, and teacher preparation for emergent bilingual learners. She has led multiple federal grants exploring language outcomes, program effectiveness, and instructional practices. Before joining UConn, she directed research projects at the Center for Applied Linguistics (CAL) on dual language education. Her professional background includes bilingual elementary teaching in California and Costa Rica, adult ESL instruction, and Peace Corps service. She holds an Ed.D. in Human Development and Psychology from Harvard (2003), an M.A. in Educational Psychology from UC Berkeley (1993), and a B.A. in Spanish from University of Maryland (1987). Her scholarly work includes books on dual language instruction and teacher preparation, with research published in journals including Bilingual Research Journal, International Journal of Bilingual Education, and Journal of Immersion and Content-Based Language Education.

Irene VitoroulisView profile

Assistant Professor

• Developmental Psychology
• Social Psychology
• Cultural Diversity
• +6 more

Irene Vitoroulis is an Assistant Professor in the Department of Psychology at the University of Ottawa's Faculty of Education. Her research examines how social processes impact the well-being and psychosocial integration of immigrant, refugee, and ethnoracial youth. PhD in Experimental Psychology (2015), University of Ottawa BA in Psychology (2007), Concordia University Her work focuses on: intergroup peer victimization; mental health outcomes; racism's impact on youth; immigrant status and bullying; socioemotional factors in development; and contextual influences (school, family, community). Key publication trends include: systemic analyses of bullying prevalence (2024-2015); pandemic-related mental health impacts (2023-2021); and cross-cultural studies on refugee youth (2022-2020). Articles span psychology, public health, education, and migration studies. She supervises PhD candidates and directs the Culture, Diversity & Youth Development Lab, prioritizing research on youth resilience, cultural identity, and mental health disparities.

• Bilingual Education
• TESOL
• Educational Linguistics
• +3 more

Diana L. Schwinge serves as Associate Professor and Chair in the Ruth S. Ammon College of Education and Health Sciences at Adelphi University, specializing in bilingual education, TESOL, and educational linguistics through research and leadership. Her academic background includes: Ph.D. in Educational Linguistics, University of Pennsylvania (2003) MA in Teaching English to Speakers of Other Languages (TESOL), Teachers College, Columbia University (1998) BA in International Relations, Tufts University (1992) Dr. Schwinge investigates bilingual learning environments, biliteracy development, and teacher preparation, with focus on how students forge cross-linguistic connections through hybrid literacy practices like fractured fairy tales. Her work examines policy implementation challenges faced by bilingual educators navigating federal, state, and local mandates. Publication analysis (2000-2011) shows evolution from foundational biliteracy frameworks toward action research methodologies and creative pedagogical strategies for reflective teaching. Recent work emphasizes intertextual connections using folk narratives in multilingual classrooms. Professional service includes Peace Corps Master's International Program Coordination and Fulbright application reviewing for Thailand, reflecting leadership in international education despite no listed scientific awards.

Shuling YangView profile

Assistant Professor

• Multicultural Education
• Literacy Studies
• Teacher Education
• +5 more

Dr. Shuling Yang is an Assistant Professor in the Department of Education at the University of Maryland, Baltimore County (UMBC). Her work bridges multicultural education, literacy studies, and teacher education through innovative research and pedagogical practices. She holds a Ph.D. from the University of Nebraska-Lincoln and has received prestigious awards including NCTE’s 2023 ELATE Research Award and the AERA Division C Equity Grant. Dr. Yang’s research emphasizes family literacy, AI integration in education, and racial literacies. She explores how culturally sustaining pedagogies can empower marginalized communities, particularly through studies of Asian American immigrant experiences and bilingual education. Her work often employs ethnographic methods and critical frameworks to examine identity negotiation in educational contexts. Her publications span journals like Bilingual Research Journal and Journal of Digital Learning in Teacher Education , addressing topics ranging from generative AI in lesson planning to the role of Mandopop lyrics in biliteracy development. She has held leadership roles including Chair of the Awards & Grants Committee at the International Literacy Association (2022-2024). Awards: 2024 Early Career Reviewer Award (Bilingual Research Journal), NCTE ELATE Award, and multiple grant recognitions. Grants: AERA Equity Grant, NCTE Research Foundation Grant, and others supporting literacy innovation. Professional Engagement: Editorial board member of Reading Horizons Journal and Journal of Literacy and Urban Schools . Dr. Yang’s teaching spans undergraduate and graduate literacy courses, emphasizing critical reflection and culturally responsive practices. Her recent work highlights AI’s transformative potential in teacher education while addressing equity concerns in technology adoption.

Lucia Cardenas CurielView profile

Assistant Professor

• Multicultural Education
• Bilingual Education
• Literacy Studies
• +3 more

Lucia Cardenas Curiel is an Assistant Professor in the Department of Teacher Education at Michigan State University's College of Education. She holds a Ph.D. from the University of Texas at Austin. Her research focuses on literacy practices for culturally and linguistically diverse students, particularly Latina/o bilingual children, emphasizing multicultural literature, social justice, and identity development. Dr. Curiel explores innovative pedagogical strategies rooted in community language practices and teacher preparation for diverse classrooms. She is affiliated with the College of Education and Department of Teacher Education. Her work bridges theory and practice through studies on translanguaging, multiliteracies, and bilingual education. Recent research includes community-based learning initiatives, linguistic identity exploration, and critical pedagogies in multilingual settings. She has published widely on topics such as dual-language classroom practices, preservice teacher development, and historical analyses of bilingual education materials. Dr. Curiel’s publications span translanguaging in science education, art museum co-teaching, and sustaining bilingual identities. Her work consistently advocates for culturally responsive teaching and equitable educational practices. She actively prepares teachers to engage linguistically diverse learners through field experiences and community partnerships.