List of Contributors, Vol. 7, No. 2
Roswita Dressler is a Ph.D. student in the Graduate Division of Educational Research of the Faculty of Education at the University of Calgary. This paper stems from her M.A. thesis in German. Her Ph.D. research will examine the experience of HLLs in bilingual schools.
William Frawley is a former professor of linguistics and academic administrator. He is a Senior Program Associate at the Center for Applied Linguistics (CAL), Washington, DC, and a Consultant for the Institute for Defense Analyses (IDA), Alexandria, VA. He has published more than a dozen books and some 150 professional papers. He is editor of the journal, Dictionaries.
Lillian Gorman is a Ph.D. student and Assistant Director of the Spanish for Heritage Speakers Program in the Department of Hispanic and Italian Studies at the University of Illinois at Chicago. She has taught Spanish heritage learners in New Mexico and Chicago over the past eight years. Her research interests are situated in the fields of sociology of language and Latino studies and focus on the connections between U.S. Latino/a identity and Spanish language use.
Jacqueline López is a member of leadership team of the Alliance for the Advancement of Heritage Languages and works for the Center for Applied Linguistics (CAL) in Washington, DC. She is author of a CAL brief How do community-based heritage language programs and two-way immersion programs compare? She was also part of the CAL Survey Team that surveyed public and private schools for the National K-12 Foreign Language Survey and recently developed a report in Spanish, with the voices of Cora respondents, that includes strategies to help improve bilingual intercultural education in Mexico for the Department of Indigenous Education and the Commission for the Development of Indigenous People.
Rebecca J. I. Luning is a doctoral student in developmental psychology
at the University of Hawai‘i. Her research interests include
culturally compatible education; child, family, and community
development; and the influence of culture-based education and language
revitalization for indigenous communities.
Kaya Oriyama is a lecturer in the Japanese Program at Victoria University of Wellington, New Zealand. Her research includes projects on the development and maintenance of Japanese literacy and identity formation among Japanese heritage speakers in Australasia, and trilingual acquisition of Japanese, French, and English in early childhood.
Bahar Otcu is Assistant Professor of TESOL/Bilingual Education at Mercy College, New York. She completed her doctorate at Teachers College Columbia University in International and Transcultural Studies in May 2009. Her research interests include bilingual education, language policies and ideologies, discourse analysis, TESOL, and pragmatic development of language learners. She has taught ESL and done teacher training at various colleges in the U.S. and Turkey. Her dissertation has just been published as a book titled Language Maintenance and Cultural Identity Construction: A Linguistic Ethnography of Discourses in a Complementary School in the US, by VDM Verlag Dr. Müller.
Joy Kreeft Peyton is Vice President of the Center for Applied Linguistics (CAL) in Washington, DC, and a member of the leadership team for the Alliance for the Advancement of Heritage Languages (www.cal.org/heritage). She is co-editor of Heritage Languages in America: Preserving a National Resource and co-author of “Spanish for native speakers education: The state of the field,” in Heritage Language Education: A New Field Emerging, and “Heritage language education in the United States: A need to reconceptualize and restructure,” in Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties. She is a member of the editorial advisory board of the Heritage Language Journal.
Jon Reyhner is Professor of Bilingual Multicultural Education at Northern Arizona University. He taught and was a school administrator in Indian schools for over a decade, including being a bilingual program director. His most recent books are Indigenous Language Revitalization, Education and Language Restoration and American Indian Education: A History.
Ka F. Wong teaches for the Department of East Asian Languages and Cultures at the University of Southern California. He received his PhD in Chinese (2010) from the University of Hawaii. His research explores the dynamics between individual identity and cultural discourse across a wide range of topics and appears in various journals and books.
Yang Xiao is a lecturer in the Department of East Asian Languages and Cultures at the University of California Davis. She received her PhD in Chinese (2010) from the University of Hawaii. Her research interests include discourse analysis, heritage language learning, as well as technology and pedagogy.
Lois A. Yamauchi is Professor and Chair in the Department of Educational Psychology at the University of Hawai‘i. Her research focuses on cultural influences on learning, professional development for teachers of culturally diverse students, and the educational experiences of indigenous teachers, students, and families.