Yue Bian, Ph.D.

Assistant Professor & ESOL Program Coordinator

Box: 358531
Office: UW1-271Q
Phone: 425-352-3560
Email: bianyue@uw.edu
Website

Education

• Ph.D., Curriculum, Instruction, and Teacher Education, Michigan State University
• M.A., Educational Studies, University of Michigan, Ann Arbor
• B.A., English, Nankai University, Tianjin, China

Academic Interests

Dr. Bian’s 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.

Teaching

• 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

Selected Publications

• Li, G., & Bian, Y. (2024). Creating a dialogic online space for preparing critically reflective TESOL professionals. In F. J. Karam & A. K. Kibler (Eds.), Critical dialogic TESOL teacher education: Preparing future advocates and supports of multilingual learners (pp. 183-204). Bloomsbury Publishing Plc. 
• McCarthy, M., Domke, L. M., & Bian, Y. (2023). Multilingual implications for reading prosody assessment. Journal of Literacy Research, 55(3), 346-353. https://doi.org/10.1177/1086296X231200813
• Bian, Y. (2023). Learning to teach as an outsider: The stories of a beginning transnational educator. In H. Kayi-Aydar, A. Steadman, & K. Shea (Eds.), Narratives of TESOL professionals: Navigating the doctoral program (pp. 87-103). Information Age Publishing.
• 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. 
• 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. In R. E. Yuan & I. Lee (Eds.). Becoming and being a TESOL teacher educator: Research and practice (pp. 149-167). Routledge. 
• Li, G., Bian, Y., & Martinez, J. M. (2019). Learning to teach English language learners as “a side note”: TESOL pre-service teachers’ perspectives of their professional preparation. In J. Keengwe & G. Onchiwari (Ed.), Handbook of research on assessment practices and pedagogical models for immigrant students. Hershey, PA: IGI Global.
• Dao. V & Bian. Y (2018). International novice teacher educators navigating transitional sel(f)ves in multicultural education teaching. In E. R. Lyle (Ed.). Fostering a relational pedagogy: Self- study as transformative praxis. Rotterdam: Sense Publishers.
• Li, G., Bian, Y., & Martinez, 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. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Greenwich, CT: Information Age Publishing.
• Li, G., Honojosa, D. M., Wexler, L., Bian, Y., & Martinez, J. M. (2017). Using multimodal modules to address pre-service teachers’ knowledge gap in learning to teach English language learners. Tapestry, 8, article 2.

Selected Grants

• 2023-2024: Spencer Foundation Vision Grant,, Pathways for Culturally and Linguistically Relevant and Sustaining Mathematics and Science Teacher Preparation to Support Multilingual Learners. Role: Co-PI. PI: Dr. Carrie Tzou (University of Washington Bothell), $74,968.
• 2023-2024: UW Bothell Scholarship, Research, and Creative Practice Seed Grant, From Pull-out to Push-in: Enhancing Inclusivity and Collaboration for Multilingual Learners. 2023-2024. Role: PI. $29,611.
• 2023-2024: College Spark and Education Northwest, Leaders in Education Advancing Diversity, Equity, and Racial Justice. 2023-2024. Role: Co-Convener and Core Collaborator. PI: Dr. Allison Hintz (University of Washington Bothell), $150,000.
• 2022: University of Washington Global Innovation Fund, Globalizing the ESOL Teacher Preparation Curriculum Through Online Collaborative International Learning (COIL). Role: PI. $1000.
• 2021-2022: University of Washington Office of Minority Affairs & Diversity Diversity and Inclusion Seed Grant, A Diversity Blueprint for the School of Educational Studies. Role: PI. $3,000.

Selected Presentations

• 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, Dec.). Reimagining prosody from a sociocultural perspective and implications for fluency assessment. Contributing author, Literacy Research Association71st 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, Feb.). “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 73rd Annual Meeting (virtual meeting). 
• Symons, C., & Bian, Y. (2020, Dec.). Using SFL in linguistically responsive instruction with multilingual youth. Will present at the 70^th Literacy Research Association Annual Conference. (virtual meeting).
• Bian, Y. (2020, April). “Once upon a time…”: Stories of learning to teach emergent bilinguals. American Educational Research Association Annual Meeting, San Francisco, CA. (Conference Canceled).
• Gu, Z., & Bian, Y. (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).
• Bian, Y., & Gu, Z. (2019, May). Mentoring others, mentoring ourselves: Tension, negotiation, and growth as international teacher educators. Presented at the 15^th International Congress of Qualitative Inquiry, Champaign, IL.
• Bian, Y. (2019, February). Short stories about a long story: Making sense of teacher candidates’ experiences of learning to teach emergent bilinguals through narrative inquiry. Presented at the American Association of Colleges for Teacher Education Annual Meeting, Louisville, KY.
• Symons, C., & Bian, Y. (2018, May). Schools cannot do it alone: creating transformative learning spaces for refugee youth. Presented at the 14^th International Congress of Qualitative Inquiry, IL.
• Bian, Y. (2018, April). “I’m learning along the way”: How beginning teachers learn to teach ELLs in internship classrooms. Presented at the American Educational Research Association Annual Meeting, New York, NY.
• Bian, Y. (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.
• Bian, Y. (2017, December). “我在一边教一边学”: 新手教师在实习课堂中针对双语学生的教与学 (The teaching and learning of intern teachers in the field). Presented at the First Youth Forum, Renmin University of China, Beijing, China.
• Bian, Y., & 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, G., & 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.
• Bian, Y., Li, G., Martinez, J. M., & Li, G. (2015, April). Preparing pre-service teachers for English language learners: Instructors’ practices and perspectives. Presented at the American Educational Research Association Annual Meeting, Chicago, IL.