{"id":19181,"date":"2021-01-05T13:04:02","date_gmt":"2021-01-05T13:04:02","guid":{"rendered":"http:\/\/www.uwb.edu\/?p=19181"},"modified":"2026-03-03T12:26:44","modified_gmt":"2026-03-03T20:26:44","slug":"yuebian","status":"publish","type":"page","link":"https:\/\/www.uwb.edu\/education\/faculty-staff\/yuebian","title":{"rendered":"Yue Bian, Ph.D."},"content":{"rendered":"\n<h2 class=\"wp-block-heading has-purple-300-color has-text-color has-link-color wp-elements-08dbb204387ce14498b65e22c5e9c2f8\">Associate Professor &amp; ESOL Program Coordinator<\/h2>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-28f84493 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image alignfull size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"2048\" height=\"2560\" src=\"https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-scaled.jpg\" alt=\"\" class=\"wp-image-25810\" srcset=\"https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-scaled.jpg 2048w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-240x300.jpg 240w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-819x1024.jpg 819w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-768x960.jpg 768w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-1229x1536.jpg 1229w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-1638x2048.jpg 1638w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-1920x2400.jpg 1920w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-1200x1500.jpg 1200w, https:\/\/www.uwb.edu\/education\/wp-content\/uploads\/sites\/29\/2024\/09\/Yue-Bian-20241-600x750.jpg 600w\" sizes=\"auto, (max-width: 2048px) 100vw, 2048px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p>Box: 358531<br>Office<strong>:<\/strong>&nbsp;UW1-271Q<br>Phone:&nbsp;425-352-3560<br>Email: <a href=\"mailto:bianyue@uw.edu\">bianyue@uw.edu<\/a><br><a href=\"http:\/\/www.researchgate.net\/profile\/Yue-Bian-3\">Website<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n<h3 class=\"wp-block-heading alignfull has-purple-300-color has-text-color has-link-color wp-elements-4b39bf7ca3c2bf5bc8cf4e0dd175a564\" style=\"padding-top:0;padding-bottom:0\">Education<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ph.D., Curriculum, Instruction, and Teacher Education, Michigan State University<\/li>\n\n\n\n<li>M.A., Educational Studies, University of Michigan, Ann Arbor<\/li>\n\n\n\n<li>B.A., English,&nbsp;Nankai University, Tianjin, China<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading has-purple-300-color has-text-color has-link-color wp-elements-4e8ed95eb004f0e3da1a4a7e7929bbc7\">Academic Interests<\/h3>\n\n\n\n<p>Dr. Bian\u2019s scholarship explores effective teacher education practices that prepare all teachers to be linguistically and culturally responsive to emergent multilingual students in formal and informal learning contexts. As a transnational and bilingual scholar, Dr. Bian also attends to the lived experience of prospective and practicing teachers and teacher educators from transnational and bi\/multilingual backgrounds, particularly those who are first-generation immigrants. <\/p>\n\n\n\n<h3 class=\"wp-block-heading has-purple-300-color has-text-color has-link-color wp-elements-605b008b836bee1d6844157e420351dc\">Teaching<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>BEDUC 441\/541 \u2013 Second Language Acquisition, Bilingual Education, and Structure of English<\/li>\n\n\n\n<li>BEDUC 442\/542 \u2013 Curriculum, Instruction &amp; Assessment in ESOL<\/li>\n\n\n\n<li>BEDUC 443\/543 \u2013 Practicum in ESOL<\/li>\n\n\n\n<li>BEDUC 444\/544 \u2013 Leadership, Advocacy and Program Level&nbsp;Assessment in ESOL<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading has-purple-300-color has-text-color has-link-color wp-elements-a66dde6ca47deaf062c87679e86631ca\">Selected Publications<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Li, G., &amp; Bian, Y. (2024). Creating a dialogic online space for preparing critically reflective TESOL professionals. In F. J. Karam &amp; A. K. Kibler (Eds.), <a href=\"https:\/\/www.academia.edu\/119903751\/Creating_a_Dialogic_Online_Space_for_Preparing_Critically_Reflective_TESOL_Educators\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Critical dialogic TESOL teacher education: Preparing future advocates and supports of multilingual learners<\/em><\/a> (pp. 183-204). Bloomsbury Publishing Plc.&nbsp;<\/li>\n\n\n\n<li>McCarthy, M., Domke, L. M., &amp; Bian, Y. (2023). Multilingual implications for reading prosody assessment. <em><a href=\"https:\/\/doi.org\/10.1177\/1086296X231200813\">Journal of Literacy Research<\/a>,\u00a055<\/em>(3), 346-353.<\/li>\n\n\n\n<li>Bian, Y. (2023). Learning to teach as an outsider: The stories of a beginning transnational educator. In H. Kayi-Aydar, A. Steadman, &amp; K. Shea (Eds.), <a href=\"https:\/\/www.academia.edu\/118019030\/Learning_to_Teach_as_an_Outsider_The_Stories_of_a_Beginning_Transnational_Educator\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Narratives of TESOL professionals: Navigating the doctoral program<\/em><\/a> (pp. 87-103). Information Age Publishing.<\/li>\n\n\n\n<li>Bian, Y., Hintz, A., &amp; Couto, A. (2023). Diversifying the teaching workforce: Lessons learned from a self-study in a teacher preparation program serving candidates of minoritized backgrounds. <a href=\"https:\/\/wera.memberclicks.net\/assets\/docs\/WEJ\/WEJ%202023.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Washington Educational Research Association (WERA) Educational Journal, 15<\/em>, 3-13<\/a>.&nbsp;<\/li>\n\n\n\n<li>Symons, C., &amp;&nbsp;Bian, Y<strong>.<\/strong>&nbsp;(2022). <a href=\"https:\/\/doi.org\/10.1016\/j.linged.2022.101031\">Exploring a linguistic orientation to facilitating refugee-background youth\u2019s meaning-making with texts: A self-study.&nbsp;<em>Linguistics and Education<\/em><\/a>.&nbsp;<\/li>\n\n\n\n<li>Symons, C., &amp;&nbsp;Bian, Y.&nbsp;(2022). <a href=\"https:\/\/doi.org\/10.46451\/ijts.2022.02.07\">Using SFL in linguistically responsive instruction with multilingual youth: A self-study<\/a>.&nbsp;<em>International Journal of TESOL Studies<\/em>, 4(2), 91-107.&nbsp;<\/li>\n\n\n\n<li>Bian, Y.&nbsp;(2021).&nbsp;<a href=\"https:\/\/doi.org\/10.1163\/25902539-03030002\">Preparing culturally and linguistically responsive teachers: Developing an equity-oriented teacher education curriculum<\/a>.&nbsp;<em>Beijing International Review of Education,&nbsp;<\/em>3, 407-441.&nbsp;<\/li>\n\n\n\n<li>Li, G., &amp;&nbsp;Bian, Y. (2021). <a href=\"https:\/\/doi.org\/10.4324\/9781003004677-11\">Preparing all teachers for ELLs?: Teacher educators\u2019 voices and praxis<\/a>. In R. E. Yuan &amp; I. Lee (Eds.).&nbsp;<em>Becoming and being a TESOL teacher educator: Research and practice<\/em>&nbsp;(pp. 149-167). Routledge.&nbsp;<\/li>\n\n\n\n<li>Li, G.,&nbsp;Bian, Y., &amp; Martinez, J. M. (2019). Learning to teach English language learners as \u201ca side note\u201d: TESOL pre-service teachers\u2019 perspectives of their professional preparation. In J. Keengwe &amp; G. Onchiwari (Ed.),&nbsp;<em>Handbook of research on assessment practices and pedagogical models for immigrant students.&nbsp;<\/em>Hershey, PA: IGI Global.<\/li>\n\n\n\n<li>Dao. V &amp;&nbsp;Bian. Y&nbsp;(2018). International novice teacher educators navigating transitional sel(f)ves in multicultural education teaching. In E. R. Lyle (Ed.).&nbsp;<em>Fostering a relational pedagogy: Self- study<\/em>&nbsp;<em>as transformative praxis<\/em>. Rotterdam: Sense Publishers.<\/li>\n\n\n\n<li>Li, G.,&nbsp;Bian, Y., &amp; Martinez, J. M. (2018). \u201cI don&#8217;t have the resources to learn, or\u2026 the time to do that\u201d: Teacher educators\u2019 perspectives and practices of preparing pre-service teachers for English language learners. In A. E. Lopez &amp; E. L. Olan (Eds.),&nbsp;<em>Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change<\/em>. Greenwich, CT: Information Age Publishing.<\/li>\n\n\n\n<li>Li, G., Honojosa, D. M., Wexler, L.,&nbsp;Bian, Y., &amp; Martinez, J. M. (2017). Using multimodal modules to address pre-service teachers\u2019 knowledge gap in learning to teach English language learners.&nbsp;<em>Tapestry, 8<\/em>, article 2.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading has-purple-300-color has-text-color has-link-color wp-elements-cc3167530c601707a1253609b2d8879c\">Selected Grants<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>2023-2024: Spencer Foundation Vision Grant,, <em>Pathways for Culturally and Linguistically Relevant and Sustaining Mathematics and Science Teacher Preparation to Support Multilingual Learners<\/em>. <strong>Role: Co-PI<\/strong>. PI: Dr. Carrie Tzou (University of Washington Bothell), $74,968.<\/li>\n\n\n\n<li>2023-2024: UW Bothell Scholarship, Research, and Creative Practice Seed Grant, <em>From Pull-out to Push-in: Enhancing Inclusivity and Collaboration for Multilingual Learners<\/em>. 2023-2024. <strong>Role: PI<\/strong>. $29,611.<\/li>\n\n\n\n<li>2023-2024: College Spark and Education Northwest, <em>Leaders in Education Advancing Diversity, Equity, and Racial Justice<\/em>. 2023-2024. <strong>Role: Co-Convener and Core Collaborator<\/strong>. PI: Dr. Allison Hintz (University of Washington Bothell), $150,000.<\/li>\n\n\n\n<li>2022: University of Washington Global Innovation Fund, <em>Globalizing the ESOL Teacher Preparation Curriculum Through Online Collaborative International Learning (COIL)<\/em>. <strong>Role: PI<\/strong>. $1000.<\/li>\n\n\n\n<li>2021-2022: University of Washington Office of Minority Affairs &amp; Diversity Diversity and Inclusion Seed Grant, <em>A Diversity Blueprint for the School of Educational Studies<\/em>.<strong> Role: PI<\/strong>. $3,000.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading has-purple-300-color has-text-color has-link-color wp-elements-ee338ee216d698b141eebcf0dabec3cd\">Selected Presentations<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Bian, Y., &amp; Li, G. (2024, April). <em>Disrupting the pan-diversity approach to preparing teachers of multilingual learners<\/em>.Presented at the American Educational Research Association Annual Meeting, Philadelphia, PA.<\/li>\n\n\n\n<li>Bian, Y. (2024, March). <em>Preparing teachers for multilingual immigrant students: Lessons learned from a COIL-embedded TESOL course<\/em>. Presented at the American Association for Applied Linguistics Annual Conference, Houston, Texas.<\/li>\n\n\n\n<li>McCarthy, M., Bian, Y.,&amp; M., Domke. (2023, November). <em>Reexamining monoglossic reading prosody assessment through a critical lens<\/em>. Presented at the Literacy Research Association Annual Conference, Atlanta, GA.<\/li>\n\n\n\n<li>Bian, Y.<strong> <\/strong>(2023, April). <em>Learning to teach as a transitional teacher educator: Tensions, struggles, and negotiations<\/em>. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.<\/li>\n\n\n\n<li>Bian, Y. (2023, March). \u201c<em>I learn America\u201d: Preparing TESOL teacher-advocates for newcomer immigrant students<\/em>. Presented at the TESOL International Convention &amp; English Language Expo, Portland, OR.<\/li>\n\n\n\n<li>McCarthy, M., Domke, L. M., &amp;&nbsp;Bian, Y. (2021, Dec.). Reimagining prosody from a sociocultural perspective and implications for fluency assessment. Contributing author, Literacy Research Association71st&nbsp;Annual Conference, Atlanta, GA.&nbsp;<\/li>\n\n\n\n<li>Bian, Y. (2021, April). Learning to teach as perceived outsiders: Understanding the lived experience of international student teachers. Presented at the American Educational Research Association Annual Meeting (virtual meeting).&nbsp;<\/li>\n\n\n\n<li>Bian, Y.&nbsp;(2021, Feb.). \u201cNobody told me it was a snow day\u201d: Supporting recent immigrant student teachers in learning to teach. Presented at the American Association of Colleges for Teacher Education 73rd&nbsp;Annual Meeting (virtual meeting).&nbsp;<\/li>\n\n\n\n<li>Symons, C., &amp;&nbsp;Bian, Y.&nbsp;(2020, Dec.). Using SFL in linguistically responsive instruction with multilingual youth. Will present at the 70<sup>th<\/sup>&nbsp;Literacy Research Association Annual Conference. (virtual meeting).<\/li>\n\n\n\n<li>Bian, Y. (2020, April). &#8220;Once upon a time&#8230;&#8221;: Stories of learning to teach emergent bilinguals. American Educational Research Association Annual Meeting, San Francisco, CA. (Conference Canceled).<\/li>\n\n\n\n<li>Gu, Z., &amp;<strong>&nbsp;<\/strong>Bian, Y.<strong>&nbsp;<\/strong>(2020, April). Teaching others, learning about selves: Collaborative self-study of two international teacher educators. American Educational Research Association Annual Meeting, San Francisco, CA. (Conference Canceled).<\/li>\n\n\n\n<li>Bian, Y., &amp; Gu, Z. (2019, May). Mentoring others, mentoring ourselves: Tension, negotiation, and growth as international teacher educators. Presented at the 15<sup>th<\/sup>&nbsp;International Congress of Qualitative Inquiry, Champaign, IL.<\/li>\n\n\n\n<li>Bian, Y.&nbsp;(2019, February). Short stories about a long story: Making sense of teacher candidates\u2019 experiences of learning to teach emergent bilinguals through narrative inquiry. Presented at the American Association of Colleges for Teacher Education Annual Meeting, Louisville, KY.<\/li>\n\n\n\n<li>Symons, C., &amp;&nbsp;Bian, Y. (2018, May). Schools cannot do it alone: creating transformative learning spaces for refugee youth. Presented at the 14<sup>th<\/sup>&nbsp;International Congress of Qualitative Inquiry, IL.<\/li>\n\n\n\n<li>Bian, Y.&nbsp;(2018, April). \u201cI\u2019m learning along the way\u201d: How beginning teachers learn to teach ELLs in internship classrooms. Presented at the American Educational Research Association Annual Meeting, New York, NY.<\/li>\n\n\n\n<li>Bian, Y.&nbsp;(2018, March). Culturally and linguistically responsive teacher education: A framework for understanding ELL-related content addressed in methods courses for mainstream teachers. Presented at the American Association of Colleges for Teacher Education Annual Meeting, Baltimore, MD.<\/li>\n\n\n\n<li>Bian, Y.&nbsp;(2017, December). \u201c\u6211\u5728\u4e00\u8fb9\u6559\u4e00\u8fb9\u5b66\u201d: \u65b0\u624b\u6559\u5e08\u5728\u5b9e\u4e60\u8bfe\u5802\u4e2d\u9488\u5bf9\u53cc\u8bed\u5b66\u751f\u7684\u6559\u4e0e\u5b66 (The teaching and learning of intern teachers in the field). Presented at the First Youth Forum, Renmin University of China, Beijing, China.<\/li>\n\n\n\n<li>Bian, Y., &amp; Martinez, J. M. (2017, April). Literature review on pre-service teacher preparation to teach mathematics in bilingual classrooms. Presented at the American Educational Research Association Annual Meeting, San Antonio, TX.<\/li>\n\n\n\n<li>Li, G., &amp;&nbsp;Bian, Y. (2016, April). Preparing teachers for English language learners: A research synthesis. Presented at the American Educational Research Association Annual Meeting, Washington D.C.<\/li>\n\n\n\n<li>Bian, Y., Li, G., Martinez, J. M., &amp; Li, G. (2015, April). Preparing pre-service teachers for English language learners: Instructors&#8217; practices and perspectives. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Associate Professor &amp; ESOL Program Coordinator Box: 358531Office:&nbsp;UW1-271QPhone:&nbsp;425-352-3560Email: bianyue@uw.eduWebsite Education Academic Interests Dr. Bian\u2019s scholarship explores effective teacher education practices that prepare all teachers to be linguistically and culturally responsive to emergent multilingual students in formal and informal learning contexts. As a transnational and bilingual scholar, Dr. Bian also attends to the lived experience of&#8230;<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":800,"menu_order":8,"comment_status":"open","ping_status":"open","template":"","meta":{"_acf_changed":false,"_is_archived":false,"_archived_contact_email":"","footnotes":""},"class_list":["post-19181","page","type-page","status-publish","hentry"],"acf":{"related_links":{"toggle_visibility":false,"link_1":"","link_2":"","link_3":"","link_4":"","link_5":""},"highlight_box":{"toggle_visibility":false,"title":"","content":"","button":"","button_style":"angled-purple-button","button_screen_reader_text":""},"contact_type_1":{"toggle_visibility":true,"contact_title":"School of Educational Studies","email":"uwbses@uw.edu","phone":"425.352.5411","box":"Box 358531","address_line_1":"18115 Campus Way NE","address_line_2":"Bothell, WA 98011-8246","location":""},"contact_type_2":{"toggle_visibility":false,"contact_title":"","email":"","phone":"","box":"","address_line_1":"","address_line_2":"","location":""},"social_media":{"toggle_visibility":false,"facebook_url":"","instagram_url":"","linkedin_url":"","twitter_url":"","youtube_url":""},"blog_archive_sidebar_visibility":false},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.0 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Yue Bian, Ph.D. - School of Educational Studies<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.uwb.edu\/education\/faculty-staff\/yuebian\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Yue Bian, Ph.D. - School of Educational Studies\" \/>\n<meta property=\"og:description\" content=\"Associate Professor &amp; ESOL Program Coordinator Box: 358531Office:&nbsp;UW1-271QPhone:&nbsp;425-352-3560Email: bianyue@uw.eduWebsite Education Academic Interests Dr. Bian\u2019s scholarship explores effective teacher education practices that prepare all teachers to be linguistically and culturally responsive to emergent multilingual students in formal and informal learning contexts. 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