• Ph.D., Curriculum, Instruction and Teacher Education, Michigan State University
• M.A., Educational Studies, University of Michigan
• B.A., English Language and Literature, Nankai University

• BEDUC 441/541 Second Language Acquisition, Bilingual Education, and Structure of English
• BEDUC 442/542 Curriculum, Instruction & Assessment in ESOL
• BEDUC 443/543 Practicum in ESOL
• BEDUC 444/544 Leadership, Advocacy and Program Level Assessment in ESOL
• BEDUC 594 M.Ed. Completion Dossier

First and second language acquisition, ESL/ELD pedagogy, multilingual education, teacher learning

Dr. Bian’s scholarship explores effective teacher education practices that prepare all teachers to be linguistically and culturally responsive and sustaining 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.

Selected Publications

• Bian, Y., McCarthy, M., & Domke, L. M. (2025). “Contesting the ‘Standard Prosody Myth’ Through a Multilingual Lens,” Journal of Language, Identity and Education.
• Bian, Y. (2024). “’I Feel Like They Don’t Want Us to Stay’: Identity Negotiation and Agency of International Prospective Teachers Learning to Teach in the United States.” Journal for the Study of Education and Development, 47(4).
• Li, G., & Bian, Y. (2024). “Creating a Dialogic Online Space for Preparing Critically Reflective TESOL Professionals,” Critical Dialogic TESOL Teacher Education: Preparing Future Advocates and Supports of Multilingual Learners (pp. 183-204). Bloomsbury Publishing Plc.
• Bian, Y. (2023). “Learning to Teach as an Outsider: The Stories of a Beginning Transnational Educator,” Narratives of TESOL Professionals: Navigating the Doctoral Program (pp. 87-103). Information Age Publishing.
• McCarthy, M., Domke, L. M., & Bian, Y. (2023). “Multilingual Implications for Reading Prosody Assessment,” Journal of Literacy Research, 55(3), 346-353.
• Bian, Y., Hintz, A., & Couto, A. (2023). “Diversifying the Teaching Workforce: Lessons Learned From a Self-Study in a Teacher Preparation Program Serving Candidates of Minoritized Backgrounds,” Washington Educational Research Association (WERA) Educational Journal, 15, 3-13.
• Symons, C., & Bian, Y. (2022). “Exploring a Linguistic Orientation to Facilitating Refugee-Background Youth’s Meaning-Making with Texts: A Self-Study,” Linguistics and Education, 70, Article 101031, 1-15.
• Symons, C., & Bian, Y. (2022). “Using SFL in Linguistically Responsive Instruction with Multilingual Youth: A Self-Study,” International Journal of TESOL Studies, 4(2), 91-107.
• Bian, Y. (2021). “Preparing Culturally and Linguistically Responsive Teachers: Developing an Equity-Oriented Teacher Education Curriculum,” Beijing International Review of Education, 3, 407-441.
• Li, G., & Bian, Y. (2021). “Preparing All Teachers for ELLs?: Teacher Educators’ Voices and Praxis,” Becoming and Being a TESOL Teacher Educator: Research and Practice (pp. 149-167). Routledge.
• Li, G., Bian, Y., & Martínez, J. M. (2019). “Learning to Teach English Language Learners as ‘A Side Note’: TESOL Pre-Service Teachers’ Perspectives of Their Professional Preparation,” Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students (pp. 77-92). IGI Global.
• Dao, V., & Bian, Y. (2019). “International Novice Teacher Educators Navigating Transitional Sel(f)ves in Multicultural Education Teaching,” Fostering a Relational Pedagogy: Self-Study as Transformative Praxis (pp. 139-151). Brill.
• Li, G., Bian, Y., & Martínez, J. M. (2018). “’I Don’t Have the Resources to Learn, or… the Time to Do That’: Teacher Educators’ Perspectives and Practices of Preparing Pre-Service Teachers for English Language Learners,” Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change (pp. 175-194). Information Age Publishing.
• Li, G., Honojosa, D. M., Wexler, L., Bian, Y., & Martínez, J. M. (2017). “Using Multimodal Modules to Address Pre-Service Teachers’ Knowledge Gap in Learning to Teach English Language Learners,” The Tapestry Journal, 8(1), article 2 (online).

Selected Grants

• 2024-2030: Transformational & Equitable Education Coalition for Leaders in Education Advancing Diversity, Equity, and Racial Justice. Funded by College Spark and Education Northwest ($1,050,000). Role: Co-Convener and Core Collaborator.
• 2026-2027: Learning to Teach as Transnational Teachers. Funded by the University of Washington Royalty Research Fund ($37,620). Role: Principal Investigator.
• 2023-2026: Pathways for Culturally and Linguistically Relevant and Sustaining Mathematics and Science Teacher Preparation to Support Multilingual Learners. Funded by the Spencer Foundation Vision Grant ($74,968). Role: Co-PI.
• 2023-2025: From Pull-out to Push-in: Enhancing Inclusivity and Collaboration for Multilingual Learners. Funded by the University of Washington Bothell Scholarship, Research, and Creative Practice Seed Grant Program ($29,611). Role: PI.
• 2022-2024: Leaders in Education Advancing Diversity, Equity, and Racial Justice. Funded by College Spark and Education Northwest ($150,000). Role: Co-Convener and Core Collaborator.
• 2022-2023: Globalizing the ESOL Teacher Preparation Curriculum Through Online Collaborative International Learning (COIL). Funded by the University of Washington Global Innovation Fund ($1,000). Role: PI.
• 2021-2022: A Diversity Blueprint for the School of Educational Studies. Funded by the University of Washington Office of Minority Affairs & Diversity, Diversity and Inclusion Seed Grant ($3,000). Role: PI.

Selected Presentations

• Bian, Y. (2025, April). “I Don’t See Myself in the Test”: Navigating Teacher Licensure Exams as Multilingual Educators. Presented at the American Educational Research Association Annual Meeting, Denver, Colorado.
• Feng, R., & Bian, Y. (2025, April). Preparing Globally Competent Teachers Through a China-U.S. Collaborative Online International Learning Project. Presented at the American Educational Research Association Annual Meeting, Denver, Colorado.
• Gu, Z., & Bian, Y. (2025, April). “I Am Providing the Right Guidance”: A Collaborative Autoethnographic Study of Transnational Language Educators’ Legitimacy Identity Negotiation. Presented at the American Educational Research Association Annual Meeting, Denver, Colorado.
• Bian, Y. (2025, March). “Do They Not Want Us to Pass It?”: Multilingual TESOL Candidates’ Experience with Licensure Tests. Presented at the American Association for Applied Linguistics Conference, Denver, Colorado.
• Bian, Y. & Hintz, A. (2024, December). Empowering Educators: Data, Justice, Literacy, and Curiosity for Every Student. Featured speakers at the Northshore School District’s Mid School Year MTSS Department Conference, Bothell, WA.
• Bian, Y. (2024, November). Language Use, Learning, and Teaching in a Multilingual Society. Mock class with 70+ high school students from Everett and Marysville school districts, Recruiting Washington Teachers–Bilingual Education Initiative, Bothell, WA.
• Bian, Y. (2024, April). Surfacing Issues Underlying “Technical Difficulties”: Linguistic Hierarchies and Power Inequities in Collaborative Online International Learning (COIL) Collaboration. Invited faculty panelist, 1st COIL Virtual Summit hosted by Green River College, WA.
• Bian, Y., & Li, G. (2024, April). Disrupting the Pan-Diversity Approach to Preparing Teachers of Multilingual Learners. Presented at the American Educational Research Association Annual Meeting, Philadelphia, PA.
• Bian, Y. (2024, March). Preparing Teachers for Multilingual Immigrant Students: Lessons Learned From a COIL-Embedded TESOL Course. Presented at the American Association for Applied Linguistics Annual Conference, Houston, Texas.
• McCarthy, M., Bian, Y., & M., Domke. (2023, November). Reexamining Monoglossic Reading Prosody Assessment Through a Critical Lens. Presented at the Literacy Research Association Annual Conference, Atlanta, GA.
• Bian, Y. (2023, April). Learning to Teach as a Transitional Teacher Educator: Tensions, Struggles, and Negotiations. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.
• Bian, Y. (2023, March). “I Learn America”: Preparing TESOL Teacher-Advocates for Newcomer Immigrant Students. Presented at the TESOL International Convention & English Language Expo, Portland, OR.
• McCarthy, M., Domke, L. M., & Bian, Y. (2021, December). Reimagining Prosody From a Sociocultural Perspective and Implications for Fluency Assessment. Contributing author, Literacy Research Association Annual Conference, Atlanta, GA.
• 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).
• Bian, Y. (2021, February). “Nobody Told Me It Was a Snow Day”: Supporting Recent Immigrant Student Teachers in Learning to Teach. Presented at the American Association of Colleges for Teacher Education Annual Meeting (virtual meeting).
• Symons, C., & Bian, Y. (2020, December). Using SFL in Linguistically Responsive Instruction with Multilingual Youth. Presented at the Literacy Research Association Annual Conference (virtual meeting).

Selected Media

• Dr. Yue Bian: Advancing Equity and Multilingual Education at UW Bothell. University of Washington Bothell (online).
• Changing the Face of Education. (2023, March 3). University of Washington Bothell (online).