Education Background

• Ph.D., Education: University of Southern California
• M.A., Linguistics: California State University, Long Beach
• Doctoral studies in East Asian and European Social and Intellectual History: University of Hawaii, Manoa
• M.A., Asian Studies (History and Philosophy): California State University, Long Beach
• B.A., History: California State University, Long Beach

Previous Appointments

• Interim Associate Dean for Academic Programs and Personnel, Mary Lou Fulton College of Education, Arizona State University
• Director and Professor, Division of Educational Leadership and Policy Studies, College of Education, Arizona State University
• Associate Dean and Professor of Education and Integrative Studies, California Polytechnic University Pomona
• Professor of Education and Linguistics, Emeritus, California State University Long Beach
• Coordinator of Refugee Programs, City of Long Beach, Department of Public Health

Current Additional Appointments & Affliations

• Joint Professor of Language & Literacy, Division of Curriculum & Instruction
• Center for Asian Research, ASU
• Interdisciplinary Program in Linguistics, ASU

Current Teaching & Research

• Educational language policies, politics, and history www.language-policy.org
• English as a language of wider communication and English as a second and foreign language
• Comparative educational equity and rights issues in global contexts
• Literacy, biliteracy, theory and policies
• Immigrant and Heritage/Community Language Education
• History of education and educational reform for diverse groups

Awards, Special Appointments, and Honors

• Visiting Scholar, University of California at Los Angles (2007-2008)
• Visiting Scholar, The Chinese University of Hong Kong (2007)
• ASU President’s Medal for Social Embeddedness, co-recipient with the Learner Centered Leadership Project Team for work with urban schools, Arizona State University (2005).
• Dean’s Excellence Award for Teaching, College of Education, Arizona State University (2004)
• Outstanding Faculty Award (for promoting graduate programs responsive to the community), College of Extended Education, Arizona State University (2003).
• National Advisory Committee, Study on Linguistic Profiling, Washington University, funded by the Ford Foundation (2003-present).
• Best New Journal Award-Runner Up, Council of Editors of Learned Journals of the Modern Language Association (awarded for co-editing the Journal of Language, Identity, and Education) (2002).
• Fellow, Educational Policy Studies Research Unit, Educational Policy Studies Laboratory, Arizona State University (2002-present).
• Outstanding Mentoring Award (Graduate Interdisciplinary Studies Program), CSULB (1999).
• CSULB Distinguished Faculty Scholarly and Creative Achievement Award (1996).
• Commendation for Scholarly and Creative Achievement, College of Education, CSULB (1996).
• Invited Visiting Scholar, University of California, Linguistic Minority Research Institute, University of California, Santa Barbara (1995).
• Multicultural Scholarship Award Center for Multicultural Education (first recipient), CSULB (1992).
• Outstanding Dissertation Award, “First Place.” National Association for Bilingual Education (1991).
• Commendation for Magnet Program Desegregation Review, Office of Research, Long Beach Unified School District (1991).
• Commendation for Contributions to the California Academic Partnership Program (CAPP) for Service 1987-1990, California Postsecondary Education Commission (CPEC) (1990).
• Commendation for Humanitarian Service and Concern, Cambodian Association of America (1981).

Editorial Advisory Boards

• Journal of Southeast Asian American Education and Advancement
  http://faculty.coehd.utsa.edu/grants/jsaaea/
• Encyclopedia of Bilingual Education in the United States, London, SAGE: (2006-Present)
• The Encyclopedia of Language and Education, 2nd Edition, International Editorial Advisory Board, (Greenwood) (2004-2007)).
• Education Analysis Policy Archives (2003-present)
  http://epaa.asu.edu
• International Journal of Bilingual Education and Bilingualism (Multilingual Matters, Clevedon: England) (1997-present)
• Current Issues in Language Planning (Multilingual Matters, Clevedon: England) (1999-present)
• Series on Multilingualism and Linguistic Diversity, Board of Consulting Editors (2002-present Multilingual Matters, LTD).
• Heritage Language Journal (University of California at Los Angeles) (2002-present).
• TESOL Quarterly, Association of Teachers of English to Speakers of Other Languages (1996-99)
• Bilingual Research Journal, National Association for Bilingual Education (NABE) (1992-1998)
• Multilingual Educator, California Association for Bilingual Education (CABE) (1998-2001)

Publications and Editorial Service (Partial List)

Journals Edited

• Co-Editor, with Alfredo Artiles, (2007) Multilingual Research Journal. (Mahwah, NJ: Lawrence Erlbaum Associates).
• Co-Editor, with Thomas Ricento (2002-present). Journal of Language, Identity, and Education. (Mahwah, NJ: Lawrence Erlbaum Associates). http://www.asu.edu/educ/epsl/LPRU/JLIE/

Journals Guest Edited

• Guest Editor (2005), Thematic Issue: The condition of language minority education in Arizona, Bilingual Research Journal 29(1). http://brj.asu.edu/
• Guest Editor (with Thomas Ricento), (2002). Revisiting the mother-tongue question in language policy, planning, and politics. International Journal of the Sociology of Language, 154. http://www.degruyter.de/journals/ijsl/ijsl154_02.html
• Guest Editor (with Guadalupe Valdés) (2000). Special issue: Heritage language instruction in the United States: A time for renewal, Bilingual Research Journal, 24(4). http://brj.asu.edu/v244/indexg.html

Books and Monographs

• Wiley, T.G. (2005). Literacy and language diversity in the United States, Second Edition. Washington, DC & McHenry, IL: Center for Applied Linguistics & Delta Systems.
• Ramírez, J.D., Wiley, T.G., de Klerk, G. & Lee, E., & Wright, W. (Eds.) (2005). Ebonics in the urban education debate, 2nd Edition. Clevedon, UK: Multilingual Matters, LTD.
• Wiley, T.G., with Hartung-Cole, E. (2001). ESL standards: Questions, answers and resources. Long Beach, CA: Center for Language Minority Education and Research (CLMER), California State University, Long Beach.
• Ramírez, J.D., Wiley, T.G., de Klerk, G. & Lee, E. (Eds.) (2000). Ebonics in the urban education debate. Long Beach, CA: Center for Language Minority Education and Research (CLMER), CSULB.
• Wiley, T.G. (1996). Literacy and language diversity in the United States. Delta Systems and Center for Applied Linguistics.
• Wiley, T.G. & Wrigley, H. S. (1987). Communicating in the real world. Englewood Cliffs, NJ: Prentice-Hall.

Articles & Chapters

• Wiley, T.G. (in press). The foreign language "crisis" in the U.S.: Are heritage and community languages the remedy? Critical Inquiry in Language Studies, 4(2).
• Wiley, T.G. (in press). Dialect speakers as heritage language learners: A Chinese case study. In D. Brinton & O. Kagan (Eds.) Heritage language: A new field emerging: (Festschrift for Russell Campbell). Mahwah, NJ: Lawrence Erlbaum Associates.
• Wiley, T.G., De Klerk, G., Li, M-Y, Liu, N., Teng, Y., & Yang, P. (in press). Language attitudes toward Chinese "dialects" among Chinese immigrants and international Students. In, A. He & Y. Xiao (Eds.), Chinese as a Heritage Language in the United States. Monograph. National Foreign Language Resource Center. University of Hawaii at Manoa. Honolulu, HA: University of Hawaii Press.
• Peyton, J., Carreira, M., Wang, S., Wiley, T.G. (in press). Heritage languages in the United States: Reconstructing the "resource" framework. In K. King & N. Shilling-Estes (Eds.), Endangered and minority languages and language varieties: Defining, documenting, and developing. Proceedings of the Georgetown Roundtable on Linguistics. Washington, D.C.: Georgetown University.
• Wiley, T.G. & Artiles, A. (2007). The antinomies of global English and national pedagogies. International Multilingual Research Journal, I(1), 57-61.
• Wiley, T.G. (2007). Beyond the foreign language crisis: Toward Alternatives to xenophobia and national security as bases for U.S. language policies. Modern Language Journal 91(2), 252-255.
• Wiley, T.G. (2007). Immigrant minorities: USA. In M. Hellinger & A. Pauwels (Eds.), Handbooks of applied linguistics, Vol. 9: Language and communication: Diversity and change (53-85). Berlin: Mouton de Gruyter.
• Wiley, T.G. (2007). Language policy and teacher education. In S. May (Ed.), Language policy and political issues in education (pp. 229-242), Vol. 1. N. Hornberger (General Editor), Encyclopedia of language and education, 2nd Ed. Greenwood.
• Castro, M., & Wiley, T.G. (2007), Adult literacy and language diversity: How well do national data inform policy? In K.M. Rivera and A. Huerta-Macías (Eds.), Adult biliteracy: Sociocultural and programmatic responses (pp. 29-55). Mahwah, NJ: Lawrence Erlbaum Associates.
• Ovando, C.J., & Wiley, T.G. (2007). Language education in the conflicted United States. In Joshee, R., & Johnson, L (Eds.). Multicultural education policies in Canada and the United States: Symbol and substance (pp. 107-119). Vancouver, BC: University of British Columbia Press. Reprint. Ovando, C.J., & Wiley, T.G. In J. Bourne & E. Reid (Eds.), Language education in the conflicted United States. World yearbook of education 2003: Language education (pp. 141-155). UK: Kogan Page.
• Wiley, T.G. (2007). Accessing language rights in education: A brief history of the U.S. context. In O. Garcia & C. Baker (eds.). Bilingual education: An introductory reader (pp. 89-109). Clevedon, U.K.: Multilingual Matters. Reprint: Wiley, T.G. (2002). Accessing language rights in education: A brief history of the U.S. context. In J. Tollefson (Ed.), Language policies in education: Critical readings (pp. 39-64). Mahwah, NJ: Lawrence Erlbaum.
• Wiley, T.G. (2005). The Reemergence of Heritage and Community Language Policy in the U.S. National Spotlight. Modern Language Journal 89(4), 594-601.
• Wiley, T.G. (2005). Discontinuities in heritage and community language education: Challenges for educational language policies. The International Journal of Bilingual Education and Bilingualism, 8(2&3), 222-229.
• Wiley, T.G. (2005). The lessons of historical investigation: Implications for the study of language policy and planning. In T. Ricento (Ed.). Language policy: Essential readings (Ch. 8). London: Blackwell.
• Wiley, T.G. (2005). Ebonics: Background to the current policy context. In J.D. Ramírez, T.G. Wiley, H. DeKlerk, Lee, E., & Wright (Eds.), Ebonics in the urban debate (2nd Edition). Clevedon, UK: Multilingual Matters.
• Wiley, T.G., DeKlerk, H., & Wright, W. (2005). Introduction: Part I & II. In J.D. Ramírez, T.G. Wiley, H. DeKlerk, E. Lee, & Wright (Eds.), Ebonics in the urban debate (2nd Edition).. Clevedon, UK. Multilingual Matters.
• Wiley, T.G. (2005). Second language literacy and biliteracy. In E. Hinkel (Ed.), Handbook of research in second language learning, 529-544. Mahwah, NJ: Lawrence Erlbaum Associates.

• Wiley, T.G. (2004). Language policy and English-only. In E. Finegan & J.R. Rickford (Eds.), Language in the USA: Perspectives for the twenty-first century. Cambridge: Cambridge University Press. http://books.cambridge.org/0521771757.htm
• Wiley, T.G., & Wright, W. (January – March, 2004). Against the undertow: Language- minority education and politics in the age of accountability. Educational Policy 18(1), 142- 168.
• Wiley, T.G., & Wright, W. (January – March, 2004). Against the undertow: Language-minority education and politics in the age of accountability. Educational Policy 18(1), 142-168.
• Wiley, T.G. (Spring, 2003). Learning from history. In R.N. Campbell and D. Christian (Eds.), Directions in research: Intergenerational transmission of heritage languages, Heritage Language Journal, 1(1). http://www.heritagelanguages.org Posted 5/12/03.
• Ovando, C.J., & Wiley, T.G. (2003). Language education in the conflicted United States. J. Bourne & E. E.Reid (Eds.), World yearbook of education 2003: Language education (pp. 141-155). London: Kogan Page.
• Wiley, T.G. (2002). Heinz Kloss revisited: National Socialist ideologue or advocate for linguistic human rights? International Journal of the Sociology of Language, 154, 83-97.
• Wiley, T.G. (2002). Biliteracy. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia: An encyclopedia of history, theory, and practice (pp. 57-60). ABC-CLIO Publishers.
• Wiley, T.G. (Fall 2002), Overcoming a legacy of language policies that engender language shift, UC Consortium for Language Learning and Teaching, 2(1), pp. 1-2.
• Wiley, T.G. (2002). Accessing language rights in education: A brief history of the U.S. context. In J. Tollefson (Ed.), Language Policies in Education: Critical Readings (pp. 39-64). Mahwah, NJ: Lawrence Erlbaum.
• Wiley, T.G., & Ricento, T. (2002). Editors’ introduction: Language rights and educational access at the crossroads, past and present: Journal of Language, Identity, and Education, 1(3), 171-177.
• Quezada, M.S., Wiley, T.G., Ramírez, D. (2002). How the reform agenda shortchanges English learners. In E.W. Stevens, G.H. Wood (Eds.), Justice, ideology, and education: An introduction to the social foundations of education, 4th Edition, pp. 104-109. McGraw-Hill. Reprint.
• Ricento, T., & Wiley, T.G. (2002). Editors’ introduction: Language, identity, and education and the challenges of monoculturalism and globalization. Journal of Language, Identity, and Education, 1(1), 1-7.
• Wiley, T.G. (2001). On defining heritage languages and their speakers J.K. Peyton, D.A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource, pp. 29-36. Washington, DC & McHenry, IL: Center for Applied Linguistics and Delta Systems.
• Wiley, T.G. (2001). Policy formation and implementation, in J.K. Peyton, D.A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource. Washington, DC & McHenry, IL: Center for Applied Linguistics and Delta Systems.
• Wiley, T.G. (2000). Continuity and change in the function of language ideologies in the United States. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English, pp. 67-85. Lawrence Erlbaum, Mahwah, NJ: Lawrence Erlbaum.
• Wiley, T.G. & Valdés, G. (2000). Heritage language instruction in the United States: A time for renewal. Bilingual Research Journal, 24(4), iii-vii. http://brj.asu.edu/v244/indexg.html
• Quezada, M.S., Wiley, T.G., and D. Ramírez, J.D. (December 1999/January 2000). How the reform agenda shortchanges English learers. Educational Leadership 57(4), pp. 57-61.
• Wiley, T.G., with Hartung-Cole, E. (1999). Model standards for English language development: National trends and a local response. Education 119 (2), 205-221.
• Wiley, T.G. (1999). Comparative historical perspectives in the analysis of U.S. language polices. In T. Heubner, & C. Davis (Eds.),Political perspectives on language planning and language policy, pp. 17-37. Amsterdam John Benjamins.
• Wiley, T.G. (1999). Ebonics: Background to the current policy context. In J.D. Ramírez, T.G. Wiley, H. DeKlerk, & E. Lee(Eds.), Ebonics in the urban debate, pp. 8-19. Long Beach, CA: Center for Language Minority Education and Research (CLMER), CSULB.
• Wiley, T.G. (1999). What happens after English is declared the official language of the United States? Lessons from case histories. In D. Kibbee (Ed.), Language legislation and linguistic rights, pp. 179-195. Amsterdam: John Benjamins.
• Wiley, T.G. (1998). The imposition of World War I era English-Only policies and the fate of German in North America. In T. Ricento & B. Burnaby (Eds.), Language and politics in the United States and Canada (pp. 211-24). Mahwah, NJ: Lawrence Erlbaum.
• Macías, R.F, & Wiley, T.G. (1998). Introduction. In H. Kloss’s The American bilingual tradition, pp. vii-xiv. Washington, DC & McHenry, IL: Center for Applied Linguistics& Delta Systems.
• Berdan, R., Wiley, T.G. & Lavadenz, M. (1997). California Association for Bilingual Education (CABE) Position statement on Ebonics. California Association for Bilingual Education 21(1), 14-16.
• Wiley, T.G., & Lukes, M. (1996). English-Only and standard English ideologies in the United States. TESOL Quarterly 30(3), 511-535.
• Wiley, T.G. (1996). Language planning and language policy. In S. McKay, & N. Hornberger (Eds.). Sociolinguistics and language teaching, pp. 103-147. Cambridge: Cambridge University Press.
• Wiley, T.G. (1996). Myths and realities about U.S. Literacy. NCLE Notes, 6(1), 1 & 5. Washington, DC: National Clearinghouse for ESL Literacy Education. http://www.cal.org/ncl e/DIGESTS/Myths.htm
• Wiley, T.G. (1994). Estimating literacy in the multilingual United States: Issues and concerns. ERIC Digest. Washington, DC: National Clearinghouse on Literacy Education, Center for Applied Linguistics. EDO-LE-93-94. http://www.cal.org/ncl e/DIGESTS/WILEY.HTM
• Wiley, T.G. (1993). Back from the past: In search of models of multicultural education. Journal of General Education, 42(4), 280-300.
• Wiley, T.G. & Sikula, J. (1992). Families, schools, literacy and diversity. In L. Kaplan & A. Brown (Eds.), Education and the family (pp. 69-85). Boston, MA: Allyn & Bacon.
• Wiley, T.G. (1991). Literacy among the Mexican-origin population: What a biliteracy analysis can tell Us. AMAE, Journal of the Association of Mexican American Educators, 17-38.
• Wiley, T.G. (1991). Measuring the nation's literacy: Important considerations, ERIC Digest. Washington, DC: National Clearinghouse on Literacy Education, Center for Applied Linguistics. EDO-LE-91-04.
• Wiley, T.G. (1990). Literacy, biliteracy, and educational achievement among the Mexican-origin population in the United States. NABE Journal, 14 (1-3), 109127.
• Fox, K., & Wiley, T.G. (1989). Postsecondary ESL programs in California: A profile. CATESOL Journal 1(1), 77-88.
• Wiley, T.G. (1986). The significance of language and cultural barriers for the Euro-American elderly. In C. Hayes, R.A. Kalish, & D. Guttman (Eds.), European-American elderly: A guide for practice, pp. 35-50. New York: Springer Publishing Co.

Book Reviews

• Wiley, T.G. (2002). A review of R. Phillipson’s (Ed.), Rights to language. (Lawrence Erlbaum). Modern Language Journal, 86(2), 286-288.
• Wiley, T.G. (2000/1998). A review of J. MacSwan’s A minimalist approach to intrasentential code switching (Garland). Bilingual Research Journal, 22(1), 93-97. (Washington, DC: National Association for Bilingual Education.)
• Wiley, T.G. (1998). A review of S. J. Dicker’s Languages in America: A pluralist view. (Multilingual Matters). Language in Society 27(4), 534-538.
• Wiley, T.G. (1995). A review of D. Spener’s (Ed.). Adult biliteracy in the United States. (Center for Applied Linguistics & Delta Systems). Modern Language Journal, 79(3), 434-435.
• Wiley, T.G. (1994). A review of James Crawford’s Hold your tongue: Bilingualism and the politics of "English Only." (Chicago). Language in Society 23(2), 306-310.

Policy & Research Reports

• Contributor (2000), Heritage Language Research Priorities Conference Report, University of California, Los Angeles September 21-23, 2000. http://brj.asu.edu/v244/pdf/ar10.pdf
• Wiley, T.G. (1999). Bilingual education and language minority instruction in the United States: A factual description and identification of key sources. Commissioned Report. Hong Kong: Hong Kong Polytechnic University
• Wiley, T.G. (1999). Literacy: No one-size-fits-all solution. Effective instruction for English language learners, pp. 11-13. Sacramento, CA: California Policy Seminar.
• Contributor (1999). Report of a review of the knowledge and skill areas assessed on the cross-cultural Language and Academic Development (CLAD) Specialist Examination. A Report to the California Commission on Teacher Credentialing (CTC) from the CLAD Examination Review Taskforce. Sacramento, CA: CTC.
• Wiley, T.G. (1993). Issues of Access, Participation and Transition in Adult ESL. Commissioned Monograph. Washington: DC. Southport Institute for Policy Analysis.
• Wiley, T.G., Wrigley, H.S., & Burr, R. (1983). Refugee resettlement in Long Beach: Needs, service utilization patterns, and curriculum recommendations. Contracted Report. Office of Refugee Resettlement. (ERIC Document Reproduction Service, ED No. 228-844).

Presentations (the follow list is representative of approximately 150 presentations made.)

Representative Keynotes, Plenary Addresses, and Major Sessions

• Plenary Panel Paper: Language Rights and Educational Equity in English-Only Arizona. Plenary Session on Language Planning and Linguistic Human Rights: Challenges and Possibilities in Cross-National Perspective - From Dialogue to Action. (Teresa McCarty Chair). Language Law and Law Rights Conference. Galway, Ireland (June, 2006).
• Featured, Invited Session (co-Presented with Wayne Wright). Life after Unz: How effective is English-only Education in the age of NCLB and Accountability? CABE Annual Conference, San Jose, CA (February, 2006).
• Featured Panel, Science, Common Sense, and Public Opinion: Advocating for ELLs in the NCLB Era, Teresa McCarty, Chair. National Association for Bilingual Education, Phoenix, AZ (January 2006).
• From Lau to NCLB and the Fate of Language Minority Children in an Era of Language Restrictionism, Chair/Organizer. Panelists: J. Gonzalez; J. MacSwan, K. Rolstad, W. Wright. Discussant: C. Ovando. American Educational Research Association (AERA), Montreal, Canada (April 2005).
• Featured Presentation: Promoting Heritage and Community Languages for Refugees: Challenges and Opportunities for Schools and Teachers. Arizona Refugee Resettlement Program Annual Conference, Phoenix, AZ (April, 2005).
• The future of community and languages and language education in the USA: Challenges and opportunities. Chair/Organizer. Panelists: J. Gonzalez, T. McCarty, M.E. Romero, C. Kim, W.E. Wright, E. Garcia. 5th International Symposium on Bilingualism (ISB5). Barcelona, Spain (March, 2005).
• English as a Language of Wider Communication in the Global Age: Implications for English Language Teaching. Southern Taiwan University of Technology. Tainan, Taiwan (December, 2004).
• Keynote: Globalization and English Language Teaching, EECI EFL Professional Development Conference. Harbin, China (August, 2004).
• Co-Chair/Organizer with Wayne Wright, Colloquium on Community and Heritage Language Development without Federal Bilingual Education Assistance. Panelists: Josué Gonzalez, Ha Lam, S. Kang, M. Li, Carlos Ovando. American Association for Applied Linguistics, Annual Conference. Portland, OR (May 2004).
• Conference Chair, Background and Overview. Arizona Language Minority Education Roundtable. Arizona State University, Tempe, AZ (April 2004).
• Session Chair, Immigrant and Heritage language Issues. Arizona Language Minority Education Roundtable. Arizona State University, Tempe, AZ (April 2004).
• Keynote, The Role of Language and Culture in Literacy Development. National Center for Education and the Economy. Washington, DC. (December 2003).
• Co-Organizer, Symposium on Revitalizing Endangered Languages in the U.S. Co-organizer with Dan McLaughlin, Diné College, Navajo Nation, Tsaile, AZ (October, 2003).
• Plenary, Historical Barriers and Contemporary Challenges for Less Commonly Taught Languages in the United States. National Council of Organizations of Less Commonly Taught Languages. UCLA, Los Angeles, CA (May 2003).
• Co-Chair with Carlos Ovando. Colloquium on Global Policy Challenges and Prospects for Bilingualism. Panelists: Stephen May, Tracey Derwing, Juliet Langman, John Harris, Kathleen Heugh, Nancy Hornberger, Bernard Spolsky, Colin Baker, Reynaldo Macías, Wayne Wright, Harold Schiffman, Josue Gonzalez, David Ramírez, and Richard Hill. Fourth International Symposium on Bilingual Education. Tempe, AZ. (May, 2003).
• Co-Chair with Olga Kagan, Institute on Heritage Languages: Rebuilding the Broken Connection through K-12 and University Collaborations. California Association for Bilingual Education (CABE). Los Angeles, CA (February 2003).
• Keynote, Heritage Language Policy: Challenges and Prospects. University of California Heritage Language Institute at UCLA, Los Angeles, Ca. (June, 2002).
• Session Chair, Issues of Language Policy, (Panelists: David Holm, Robbins Burling, Chris Wen-Chao Li, Fu-Mei Hsu), 35th International Conference on Sino-Tibetan Languages and Linguistics. Arizona State University, Tempe, AZ (November, 2002).
• Co-Chair, with Nariyo Kono, National Policy Statement Session on Heritage Language Development: Toward an Agenda for Action. Heritage Languages in America: Building on Our National Resources. Tysons Corner, VA. (Co-Chair with Nariyo Kono). (October, 2002).
• Featured Presentation, Heritage Language Education: Challenges in Policy and Practice. Annual Conference of the California Association for Bilingual Education (CABE). San Jose, CA (February, 2002).
• Plenary, One Workplace, Two Languages: Challenges, Myths, and Opportunities. Building on the Benefits of Our Bilingual Multicultural Workforce. Sponsored by Adult Bilingual Curriculum Institute and Johns Hopkins University (funded by the U.S. Department of Labor), El Paso, TX (November, 2001).
• Chair, Invited Colloquium on Sociopolitical Concerns in Second Language Teaching. Presenters J. Baugh, J. Langman, J.D. Ramírez, J. Tollefson, T. Ricento. International Conference of Teacher of English to Speakers of other Languages, TESOL, Vancouver, BC (March 2000).
• Chair of the Colloquium on Revisiting the Mother Tongue Question in Language Policy, Planning, and Politics. Presenters: J. Tollefson, A. Pennycook, G. de Klerk, J. Langman, R.F. Macías, T. Wiley, & T. Ricento. Annual Meeting of the American Association for Applied Linguistics (AAAL), Vancouver, BC (March, 2000).
• Keynote, Developing Literacy: Language Issues Revisited. Keynote Speaker. Literacy Conference. Los Angeles Annenberg Metropolitan Project (LAAMP). Los Angeles, CA (February, 1999).

Representative Juried and Invited Papers

• Juried Colloquium Paper: When is a Language a Heritage Language? Colloquium on Prospective Learner v. Researcher Perspectives. (Patricia Duff Chair, Jim Cummins Discussant). Heritage Languages, Identity, and Education. American Association for Applied Linguistics Conference. Montreal, Canada (June, 2006).
• Juried Paper: Language Attitudes among Chinese International Students toward Varieties of Chinese and English. Linguistic Minority Research Institute Conference, Costa Mesa, CA (May, 2006).
• Session Chair & Organizer. From Lau to NCLB: The Fate of Language Minority Children in an Era of Restrictionism. American Educational Research Association. San Francisco, CA. (April, 2006).
• Juried Colloquium Paper. Snake Oil or Reasonable Accommodation? The Burden of Proof for SEI. "Structured English Immersion" or "Submersion?" The New Burden of Proof for English-only. Wayne Wright (Chair). American Educational Research Association. San Francisco, CA. (April, 2006).
• Invited Paper. Language Attitudes toward Mandarin, Chinese "Dialects", and "Accented English" among Chinese International Students and Immigrants. Linguistic Profiling Conference (John Baugh, Chair). Washington University, St. Louis, Mo.
• Panelist: Going Comparative: The Challenges of Incorporating Comparative and Global Perspectives in State/Regional Universities. (Gustavo Fischman Chai)r. Comparative International and Comparative Education Conference. Honolulu, HA (March, 2006).
• Juried Paper. Language Policy and Planning: Promoting and Inhibiting HL-CL Development. Symposium - Heritage languages in the United States: Reconstructing the 'resource' framework Organizer and chair: Joy Kreeft Peyton (Center for Applied Linguistics). Georgetown Roundtable on Linguistics. Washington, DC. (March, 2006).
• Chair & Organizer. The Future of Heritage and Community Languages in the U.S.: Local and Global Connections. Presenters: Mario Castro, Jin Sook Lee, and Wayne Wright, and Terrence Wiley (Chair & Presenter). CABE Annual Conference, San Jose, CA (February, 2006).
• Invited presentation, Snake Oil or Reasonable Accommodation? The Burden of Proof for SEI. Language Policy SIG Institute, Kate Menken, Chair. National Association for Bilingual Education, Phoenix, AZ (January, 2006).
• Chair, Intensive session on "Lessons for Promoting Heritage Languages: Local and Global Connections," National Association for Bilingual Education Phoenix, AZ (January, 2006).
• Invited Presentation, Bilingual Education in Guatemala. Co-presenter with Tereso Joj Cosme. Carlos Ovando Chair. (Presentation in English, Mayan, and Spanish.) National Association for Bilingual Education. Phoenix, AZ (January, 2006).
• Symposiumon Language Ideologies and Tensions around Dominant and “Vernacular” Language Varieties. Vai Ramanathran, Chair/Organizers. Paper: Tensions between Dominant and Vernacular Language Varieties in the Unites States. 14^th World Congress on Applied Linguistics. Madison, WI (July, 2005).
• Invited Paper, Language Minority Education Policy and Politics in the Age of Accountability. Politics of Education Yearbook Session - Curriculum Politics and Multicultural America. (William Boyd, Chair). Annual Meeting of the Educational Research Association (AERA), San Diego, CA (April 2004).
• Invited Paper, Language Minority Education Policy and Politics in the Age of Accountability. Politics of Education Yearbook Session - Curriculum Politics and Multicultural America. (William Boyd, Chair). Annual Meeting of the Educational Research Association (AERA), San Diego, CA (April 2004).
• Invited Paper, Division B - Curriculum Studies Symposium: The Politics of Language and the Language of Politics: Contested Historical and Contemporary Curricular Issues. (Carlos Ovando, Chair). Annual Meeting of the Educational Research Association (AERA), San Diego, CA. (April 2004).
• Invited Presentation, Literacy and Language Diversity in the United States. With Joy K. Payton, Center for Applied Linguistics. Thirty-Eight Annual Convention, Teachers of English to Speakers of Other Languages (TESOL), Long Beach, CA. (April 2004)
• Co-Paper, with Gerda de Klerk, The Utility of National Data Sets in Assessing the Education Progression and Achievement of the Mexican-origin Population in the U.S., Gerda de Klerk and Terrence G. Wiley. Binational Symposium of Education Researchers/Simposio Binacional de Investigadores en Educación. Mexico City (March, 2004).
• Panelist, Commemorating the Lau Initiative. Joint Colloquium of the University of Arizona and Arizona State University. Mary Carroll Combs, Chair. Tucson, AZ (December 2003).
• Paper, Heritage Languages Initiatives in the United States: Policy Prospects & Possibilities. Colloquium on Global Policy Challenges and Prospects for Bilingualism. Also Co-Chair with Carlos Ovando. Fourth International Symposium on Bilingual Education. Tempe, AZ. (May, 2003).
• Panelist, Research Priorities in Bilingualism. Eugene Garcia (Chair) Co-presenters: Donna Christian, Fred Genesee, Christine Sims, Li Wei. Fourth International Symposium on Bilingual Education. Tempe, AZ. (May, 2003)
• Juried Paper, Privileged Literate Statuses and the Construction of Deficiency: Overcoming Five Centuries of Reproduction (paper). Rethinking Academic Language in Language Minority Education. Kellie Rolstad, Chair. Other Presenters: Karen Smith, Concepcion Valadez, James Paul Gee, Jeff MacSwan, Donaldo Macedo, Lilia Baratolome. Fourth International Symposium on Bilingual Education. Tempe, AZ. (April, 2003).
• Juried Paper, Against the Undertow: Challenges and Prospects for Heritage Language Initiatives. American Association for Applied Linguistics, Annual Conference. Arlington, VA (March 2003).
• Juried Paper, The Importance of Sub-group Ethnolinguistic Analyses of Immigrant Students: The Case of Chinese "Dialect" Speakers. Relevance of Assessment and Culture in Evaluation (RACE) Conference, Arizona State University. Tempe, AZ. (January, 2003).
• Panelist, Heritage Languages Research: Priorities and New Directions. Heritage Languages in America: Building on Our National Resources. Tysons Corner, VA. Russell Campbell Chair, Co-Panelist with Donna Christian and Nancy Hornberger. (October, 2002).
• Panelist, Setting Research Priorities: Intergenerational Transfer of Heritage Languages. University of Maryland. Convened by Russell Campbell. Sponsored by the University of Maryland, BC, the National Foreign Language Center, the Center for Applied Linguistics, and the Language Resource Center, UCLA. (October, 2002).
• Juried Paper, The Fate of a ‘Heritage’ Language Learner: A Case Study in Misclassification. Annual Meeting of the American Association for Applied Linguistics (AAAL), Salt Lake City, UT (March 2002).
• Invited Paper, “Dialect-Speakers” as Heritage Language Learners: A “Chinese” Case Study. Australia-United States Bi-National Heritage Languages Research Conference, Victoria University, Melbourne, Australia (July, 2001).
• Invited Paper, Implications of Propositions 227 and 203 for Heritage Language Learners in the United States. Symposium on Heritage Language Education: Evolving International and Local Perspectives (Joseph LoBianco Chair). Our Languages Our Heritages: Community Languages into the Future Conference, Victoria University, Melbourne, Australia (July, 2001).
• Invited Paper, Standards for the Non-Standard. Paper for Colloquium on the Role of Standard English in ESL/EFL Classrooms Worldwide. (Invited by the Sociopolitical Concerns Committee. (Juliet Langman Chair). International Conference of Teacher of English to Speakers of other Languages (TESOL), St. Louis, Mo. (March, 2001).
• Juried Paper, Language Rights in US Education: Historical Background and Current Policy Context. Colloquium on Debating New Research Directions in Language Policy and Planning (Helen Moore, Chair). Annual Meeting of the American Association for Applied Linguistics (AAAL), St. Louis, Mo. (March, 2001).
• Juried Paper, Implications of Standards-Based Curricula for Language Minority Students: A Critical Assessment. Relevance of Assessment and Culture in Evaluation Conference (RACE). Arizona State University, Tempe, AZ.
• Invited Session, Negotiating Teaching and Learning: Toward Mutual Adaptation in Culturally and Linguistically Diverse Classrooms. Scholars in Residence Strand, Ninth Annual Professional Development Conference, Academic English Mastery Program (AEMP), Los Angles Unified School District, Los Angeles, CA (April 2000).
• Juried Paper, Understanding the Impact of Proposition 227 within the Broader Context of Current Educational Reform Efforts. Paper presented, at the UC Linguistic Minority Research Conference on The Schooling of English Language Learners in the Post 227 Era, Sacramento, CA (May, 1999).
• Invited Paper, Coping with California’s Proposition 227. Invited Colloquium on Language and politics in the United States and Canada: Present concerns and future possibilities (Chair & Organizer: Thomas Ricento). Annual Meeting of the American Association for Applied Linguistics, Seattle, WA (March, 1999).
• Invited Paper, Meeting the Educational Needs of ESL and Standard English as a Second Dialect Students. Chair: J. David Ramírez; Co Presenters: R. Berdan, H. DeKlerk, N. LeMoine, and B. Ssensalo. Institute for Academic English Language Programs: Making Connections for Academic Achievement. California Association for Bilingual Education (CABE) Conference. Los Angeles, CA (February, 1999).