Stacy Lyon (连心玫)
Stacy Lyon is a veteran educator who has served as the state director for the Utah Chinese Dual Language Immersion Program in the USA since 2013. The Utah 50/50– model Chinese immersion program for K–12 students, is the largest of its kind in the USA, and currently serves more than 19,000 students with over 230 teachers across 14 districts. Lyon has a keen interest in developing Chinese literacy curriculum for immersion, and feels an important goal of any Chinese immersion program is to help American students develop a deep curiosity for, and understanding of, formal and informal Chinese culture. She has led collaborations with numerous overseas and local organizations, such as American Academy of International Culture and Education, to provide cultural study and exchange opportunities to DLI students in the Utah program.
Prior to her current role under the Utah State Board of Education, Lyon served as World Language Program Director at a K–9 public charter school in Utah. In this capacity, she taught in a K–9 Chinese program she initiated and built over a 7–year period, and led the development and expansion of the K–9 Arabic and Spanish FLES programs. She is an experienced mentor and has worked with teachers from Peru, Mexico, Jordan, Egypt, Taiwan, and China.
Lyon has partnered with the College Board, Asia Society, and the American Council of Teachers of Critical Languages Program (TCLP) on various trainings and projects supporting administrators and international guest teachers. She was a founding member of the Chinese Early Language Immersion Network (CELIN), affiliated with the Asia Society in New York, and has been a regular presenter at the National Chinese Language Conference sponsored annually by the College Board and Asia Society. She is a member of the National Council of State Supervisors of Foreign Languages (NCSSFL), and regularly collaborates on teacher training and student projects with the Center for Language Education and Cooperation at Beijing Language and Culture University (BLCU), Henan Province Department of Education, and other overseas institutions such as Songshan Shaolin Wushu Vocational College.
Ms. Lyon has a B.S. from Brigham Young University, an M.A. from the University of Washington, and administrator certification from Utah State University. She also studied international marketing at Western Oregon University, and the International Trade Institute at Portland State University. As a fluent Chinese speaker, Lyon studied Chinese at Northeast Normal University in China. She has also done various studies in French, Swedish, Greek, Hebrew, and Arabic languages, was a music educator for 25 years, and loves to travel!
Kevin M. Wong (黄浩文)
Dr. Kevin M. Wong is an Assistant Professor of Education and Chair of the TESOL program at Pepperdine University in the Graduate School of Education and Psychology. Dr. Wong received his Ph.D. in literacy education from New York University and seeks educational equity for linguistically and culturally diverse students in PK–12 contexts. He draws from his biracial, multilingual upbringing in Hong Kong and experience as an elementary school teacher to examine language learning among children, with a particular interest in new language learning and heritage language maintenance. Dr. Wong's research has appeared in journals including Journal of Educational Psychology, International Journal of Bilingual Education and Bilingualism, and Computer Assisted Language Learning. He is also co–editing a special issue in the Journal of Multilingual and Multicultural Development entitled, "Opportunities and Challenges in Chinese–English Dual–Language Bilingual Education in North America."
Guofang Li (李国芳)
Dr. Guofang Li is a Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education, University of British Columbia, Canada.
As a leading researcher in foreign and second language education internationally, Li has published 13 books and about 200 journal articles and book chapters in English and Chinese, and presented over 200 papers worldwide. Her work and contribution has been recognized by numerous national and international awards including the 2016 Mid–Career Award from the Second Language Research Special Interest Group (SIG), American Educational Research Association (AERA), the 2016 Carol Weinstein Outstanding Research Award, Classroom Management SIG, AERA, the 2013 and 2006 Ed Fry Book Award of the Literary Research Association (LRA), the 2011 Publication Award from ACPSS, the 2010 AERA Early Career Award, and the 2008 Social Context of Education Division Early Career Award of AERA.
Li is co–editor of Journal of Literacy Research and editor and co–editor of eight books and two themed journal issues. She serves on the editorial boards of several language and literacy journals, including Reading Research Quarterly, Reading Horizons, Asian Journal of English Language Teaching, and Research into Teaching of English; and other general education journals such as American Educational Research Journal, Journal of Family Diversity in Education, Frontier of Education in China. She has served a reviewer for many journals such as TESOL Quarterly, Bilingual Education Journal, Language Arts, Journal of Adolescent and Adult Literacy, Foreign Languages in China, Journal of Teacher Education, Journal of Teaching and Teacher Education, Educational Policy Analysis Archive (EPAA), Early Childhood Literacy Quarterly, Canadian Journal of Education, Journal of Pragmatics, and Language, Culture, and Curriculum. Finally, she regularly reviews book proposals and manuscripts for Routledge, Sage, Springer, Teachers College Press, Wiley and Sense Publishers.
Zhongfeng Tian (田中锋)
Zhongfeng Tian is an Assistant Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA. He holds a Ph.D. in Curriculum and Instruction from Boston College and a M.Ed. in TESOL from Boston University. He is a multilingual speaker of Mandarin, English, and Cantonese, and a former English and Mandarin teacher in China, Cambodia, and U.S.
Informed by his multilingual background and transnational teaching experience, Dr. Tian's research centers on developing equity–oriented pedagogies to advance cultural and linguistic pluralism and justice in K–12 bilingual classrooms and beyond. Particularly, his research agenda examines different ways that bilingual teachers can make their classrooms more heterogeneous and inclusive for all children in ESL and dual language immersion contexts, and preparing culturally and linguistically competent teachers with social justice orientations. Theoretically, his research is grounded in perspectives of translanguaging and culturally sustaining pedagogies, which situate emergent bilinguals as resourceful agents with multilingual repertoires and abilities. Methodologically, he conducts qualitative inquiry and adopt collaborative action research and participatory design research to work closely with pre– and in–service teachers in an equitable manner to co–design and implement inclusive pedagogies in various classroom contexts.
Dr. Tian's dissertation titled "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher–Teacher Collaboration" won the AERA Bilingual Education Research SIG Outstanding Dissertation of the Year (second place; 2021). His dissertation looks at how to strategically and purposefully develop flexible and multilingual educational spaces to reframe the program's language separation policy based on a two–year community engagement in a K–5 Chinese immersion program in the New England area. Dr. Tian collaborated with a Grade 3 Mandarin teacher and they co–designed and implemented various contextualized translanguaging pedagogies across different content areas – Chinese Language Arts, Science, and Social Studies. This research demonstrates that purposeful translanguaging designs could maximize students' content and language learning opportunities while fostering their positive bi/multilingual identities and critical consciousness. It not only broadens linguistic representation in bilingual education research, but also illustrates teacher–researcher collaboration as a promising way to generate authentic and sustainable knowledge for curricular and pedagogical improvements.
Dr. Tian has presented regularly in local, regional, and international conferences such as AAAL, TESOL, and AERA, and has published articles in SSCI indexed journals such as TESOL Quarterly, System, Applied Linguistics Review, and Language and Education. He has also co–edited two special issues: one featuring "Culturally Sustaining Approaches to Academic Languaging through Systemic Functional Linguistics" (Language and Education, 2021) and the other on "Positive Synergies: Translanguaging and Critical Theories in Education" (Translation and Translanguaging in Multilingual Contexts, 2019) and two books: "Envisioning TESOL through a Translanguaging Lens: Global Perspectives" (Springer, 2020) and "English-Medium Instruction and Translanguaging" (Multilingual Matters, 2021). Currently, he is working on co–editing two new books: "Developing Translanguaging Repertoires in Critical Teacher Education" (under contract with De Gruyter Mouton), and "(Re)imagining the Future of Translanguaging Pedagogies in Classrooms through Teacher–Researcher Collaboration" (under contract with Multilingual Matters).