About us – TeachMultilingualLearners.cehd.gmu.edu

Academic Backgrounds:

Dr. Marjorie Hall Haley is tenured Professor of Education in the School of Education at George Mason University in Fairfax, Virginia. Dr. Haley teaches courses at both the masters and doctoral levels including Foreign/World Language methods, Multilingual Methods, and Research to Practice courses as well as doctoral courses on Multicultural Education, Multilingual Learners with Diverse Educational Needs, and Bilingualism and Second Language Acquisition Research.

In 2016, the American Education Research Association (AERA) awarded her the Carlos J. Vallejo Memorial Award for Lifetime Scholarship. In 2012, the Foreign Language Association of Virginia (FLAVA) awarded her its Marshall Brannon Excellence in Teaching Award, Post-Secondary. She is the recipient of the George Mason University Outstanding Faculty Award in Teaching. In addition, Dr. Haley is a former member of the Board of Directors of the American Council on the Teaching of Foreign Languages (ACTFL). Her research and publication record is robust. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-Compatible Differentiated Instruction for English Language Learners (2010).

Dr. Haley is a former Spanish, French, German, and ESL teachers of 14 years. She holds a PhD from the University of Maryland, College Park. She has also earned a Master’s degree in Education and advanced studies certificates from Towson University and Johns Hopkins University, respectively. In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org Dr. Haley has garnered a solid record in grant work, amassing over $1 million while at GMU. The primary focus of this grant activity has centered on meeting the needs of critical language teachers.

Research Interests:

Socially Constructed Positionality
Professional development of critical need language teachers
Teacher Identity

Academic Backgrounds:

Hsiao-Ping Tai’s academic journey has been enriched by a strong foundation in English Literature, stemming from her undergraduate studies at Tamkang University. This background compliments her later pursuits in language education, providing a well-rounded perspective on the intricacies of language and its cultural context. As she approaches the completion of her Ph.D., she is eager to contribute to the field of education, drawing upon her diverse educational background and research expertise. Her ultimate goal is to make meaningful contributions to the enhancement of language education and the cultivation of intercultural competence in learners.

Research Interests:

Foreign Language Education
Intercultural Competence
Professional Development of Foreign Language Teachers
Qualitative Research Methodologies

Academic Backgrounds:

Dai Gu is a doctoral student in the College of Education and Human Development at George Mason University. Her primary specialization is Multilingual Multicultural Education, and her secondary focuses on Research Methodology and Learning Technology Design Research. She serves as a graduate research assistant in the Advancing Content-Integrated Education for English Learners with a STEM focus (ACE-STEM) project and the Literacy Engagement Action Project (LEAP). Dai is originally from China and earned her master’s degree in Foreign Linguistics and Applied Linguistics with a focus on Translation Studies in 2018. She has worked as a part-time English teacher/tutor in China for about 4 years with K-12 and university students. In addition, she has taught Mandarin and Chinese cultural classes at the previous Confucius Institute at Mason. Her background in linguistics and language teaching have shaped her passion to serve multilingual learners in a more effective and equitable way. She believes in the empowering and positive effects that multilingualism, multiculturalism, and multiliteracy can have on all students.

Research Interests:

Translanguaging in assessment
Integrating Gen AI to assessment design
Quantitative methods
Critical Discourse Analysis

Johanna M. Hermanson is a doctoral candidate in education at George Mason University. Her research focuses on teacher of color retention through culturally responsive leadership in K-12 public schools. She is also interested in how history continues to affect issues of race and racism in the United States. Johanna is a full-time teacher of elementary English language learners and has served as lead teacher at three of her schools. During her time as an educator, Johanna has served as equity lead, conducting professional developments for teachers in cultural responsiveness as well as techniques and strategies for teaching multilingual students.

Academic Background and Research Interests

Yueqing (Zee) Zhong is a doctoral student and dean scholar at George Mason University, focusing on Multicultural Multilingual Education. Her research interests include sociolinguistics, particularly translanguaging and language play, as well as educational linguistics in the context of multilingual learners. She explores the integration of artificial intelligence in educational practices and emphasizes cognitive strategies for supporting multilingual learners in their early stages. With a Master of Science in Education from Johns Hopkins University, Zee has taught Mandarin to diplomats and adult learners, and served as an English Academic Advisor for multilingual students. Her commitment to fostering inclusive and innovative learning environments is reflected in her work as an instructional designer and her presentations at international conferences on bilingual education and translingual practices.

Academic Backgrounds:

Adriana Cernucan is a doctoral student at George Mason University, specializing in Multicultural Multilingual Education. Her secondary specialization is interdisciplinary, encompassing Teacher and Teaching Education and International Education, with a focus on addressing challenges and opportunities in education within a global context.

Originally from Romania, Adriana is an experienced educator who has taught multilingual learners in K-12 settings. Her international teaching experience sparked a passion for second language acquisition and the language development of multilingual students. This passion shaped her literacy graduate studies, where she developed expertise in literacy and language through cultural and linguistic perspectives.

Currently serving as an ESOL Specialist, Adriana supports teachers working with multilingual learners and is particularly committed to the success of long-term English learners. As a Ph.D. candidate, she is dedicated to bridging research and classroom practice to advance the goals of multicultural education for all students.

Adriana has shared her insights at national conferences, including WIDA and NSTA, and NAELPA webinars. She has also collaborated with the State Department of Education on the Teachers in Action project, further demonstrating her commitment to advancing educational practices and supporting teacher development.

Research Interests:

Long-term English learners
Professional development for educators working with multilingual learners
Global Competence

Jihyae Choe, M.A. is a PhD student in early childhood education and early childhood special education at George Mason University. Under Dr. Vesely’s supervision, she is using community-based participatory action research to understand how Asian immigrant families who have children with disabilities navigate the early childhood and special education system. She is interested in advocating for family-driven systems change to support immigrant families and their young children with disabilities.

Maribel Tohara Nakamatsu is a PhD student at George Mason University and a Graduate Research Assistant working with “Amigas de la Comunidad” and other Participatory Action Research projects. She is from Lima, Peru. After teaching English in Pre-K and Kindergarten for almost 10 years, she came to North Carolina to teach Spanish in second grade in a Dual Language Immersion Program for 5 years. She has studies in TESOL, Family Counseling, and Learning Disabilities and is currently working on her PhD in Multicultural and Multilingual Education. She is an advocate for family engagement and cultural awareness. After finishing the doctoral Programs, she aims to continue working with different communities, advocating for the needs of diverse families.

Margaret Gerry

Margaret Gerry is a Ph.D. student and research assistant at George Mason University. Prior to her doctoral studies, Margaret taught as a Special Education teacher and English for Speakers of Other Languages teacher. She graduated with her dual master’s degree from The College of William and Mary. Margaret has worked in international settings, and has studied special education systems in Apia, Samoa through an immersive research experience. Her research interests include: international systems of education, cultural perspectives of disability, families, and inclusive education.

Academic Backgrounds:

Eden Langston, a Ph.D. Candidate at George Mason University, specializes in Multilingual Multicultural Education and Critical Research Methods she serves as a research assistant for the Anti-Racist and Decolonizing Research Collaborative and the Transmodalising with Technology Project. With a master’s from Kent State in Teaching, she taught elementary school for thirteen years, notably in Virginia, mainly with third-graders. Her teaching across five states has fueled her research on the benefits of multilingualism, equity in education, policies for marginalized students, and multicultural identity in early education. A passionate advocate for language learning, Eden, a Holmes Scholar, collaborates with faculty and peers to hone her research skills. Post-Ph.D., she aims to teach with the academy and to consult with schools on supporting multilingual and multicultural learners.