BMEIS Leadership Team & Community Highlights

Bi-Multilingual Education Interest Section
Community Highlights 2026-2027

BMEIS Leaders, 2026-2027

Chair: Nelli Bondareva

Chair-Elect: Sunyung Song

Past Chair: Huseyin Uysal

Editors: Laura B. Liu, Nelli Bondareva, Kirti Kapur

Community Managers: Zuleika Zapateiro

Graphic Design/Social Media Support: Izuchukwu Chime

Board Liaison: Araceli Salas

Mission

Support:

The purpose of the Bilingual-Multilingual Education Interest Section (B-MEIS) is to support and promote all multilingual learners' linguistic repertoires and multiliteracy skills as fundamental to the acquisition of a second or additional language.

Elevate:

The B-MEIS believes that additive and dynamic approaches must be endorsed and implemented in educational institutions in the interests of students from diverse backgrounds.

Sustain:

The B-MEIS supports the opportunity and right of all individuals to develop, construct and maintain a diverse range of cultural, linguistic, and literate repertoires of practice.

Transform:

The B-MEIS works to foster collaborative relations of power and address inequitable power relations in society and empower minority students to use their own repertoires of practice.

BMEIS Webinars, 2026-2027

• BMEIS Webinar – June 1, 2026, 9-10am EDT
  In Conversation: Decoloniality in Multilingual University Spaces

Dr. Sarah Hopkyns, University College London, UK

• BMEIS Webinar – September 24, 2026, 6-7pm EDT

The Lasting Impact of Being a Language Learner: From Reflective to Enacted Empathy in TESOL

Dr. Rohan K. Willis, The University of Aukland, New Zealand

• BMEIS Webinar – October 9, 2026, 1-2pm EDT

Decolonizing Research B-MEIS: Practices in Education: Language, Land, and Relational Ways of Knowing

Dr. Paul Meighan, University of Guelph, Sheridan College, Canada

• BMEIS Webinar – October 22, 2026, 3-4pm EDT

Whose Language Counts in the Age of AI? Translanguaging and Critical AI Literacy in TESOL

Dr. Zhongfeng Tian, Rutgers University – Newark, USA

• BMEIS Webinar – October 30, 2026, 4-5pm EDT

The Routledge Handbook of Race and Equity in Applied Linguistics

Dr. Waqar Ali Shah, Penn State University, USA

Dr. Leonardo Veliz, University of New England, Australia

Dr. Xuesong Gao, University of New South Wales, Australia

Dr. Paul Meighan, University of Guelph, Sheridan College, Canada

• BMEIS Webinar – December 14, 2026, 11am-12pm EDT

A Place for Every Name: What Names Teach Us About Language, Identity and Belonging

Dr. Zozan Balci, University of Liverpool, England

• BMEIS Webinar – January 17, 2027, 9-10am

Interdisciplinary Approaches to the Psychology of Multilingual Learners and Teachers

Dr. Giulia Sulis, University of Cagliari, Italy

BMEIS Suggested Publications

Alothman, M. (2025). Review of Digitally Invisible: How the Internet is Creating the New Underclass, by Nicol Turner Lee. Education Review, 32. https://doi.org/10.14507/er.v32.4191

Alothman, M. (2026). Review of Feminist Pedagogy for Teaching Online, by Jacquelyne Thoni Howard et al. Education Review, 33. https://doi.org/10.14507/er.v33.4499

Alothman, M. & Milman, N. (2026). Empowering EFL/ESL Educators Through Technology: A Literature Review on Professional Development for Integrating Technology in Primary Classrooms. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3354-3358). Philadelphia, PA: Association for the Advancement of Computing in Education (AACE). Retrieved October 5, 2026 from https://www.learntechlib.org/primary/p/2129442/

Belle Li, Yaling Lily Tan, Chaoran Wang, Victoria Lowell, Two years of innovation: A systematic review of empirical generative AI research in language learning and teaching, Computers and Education: Artificial Intelligence, Volume 9, 2025, 100445, ISSN 2666-920X,ISSN 2666-920X, https://doi.org/10.1016/j.caeai.2025.100445

Boatner, N. (2024). Two cousins, two games, a church, and a temple. In L.B. Liu, & K. Garrity (Eds.), Home: Multilingual Funds of Knowledge Stories. Amazon.

Bondareva, N. (2026). English language learning beyond language: Multilingual, multimodal, and inclusive classrooms. Aeterna.

Bondareva, N. (2026). Pedagogical design of ESL instruction in digital environments: Developing a multimodal and personalized framework. International Journal of Teaching, Learning and Education, 5(1), 31–51. https://doi.org/10.22161/ijtle.5.1.4

Hopkyns, S. (2026). Decoloniality in multilingual university spaces. Cambridge University Press.

Kuzu, T.E. AI-Supported Translanguaging Processes in Primary School: Empirical Insights into ChatGPT’s Role in Multilingual Interactions. Tech Know Learn (2026). https://doi.org/10.1007/s10758-026-09974-7

Lin, C. C., & Uysal, H. (2025). Centering multilingual learners in school curriculum through community asset mapping: A practical guide for teachers. Myers Education Press.

Liu, L.B., & Pei, M. (2025). Exploring funds of knowledge and culturally responsive practices in a Chinese & U.S. teacher education partnership. In L.B. Liu, N. Mohamed, C.C. Lin, C.V. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 31-52). IGI Global Scientific Publishing.

Mavhiza, G. (2025). Unlocking multilingualism: The transformative role of translanguaging in South African English First Additional Language poetry. In L.B. Liu, N. Mohamed, C.C. Lin, C.V. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 217-238). IGI Global Scientific Publishing.

Meighan, P. (2026). Decolonising research practices in education: Kincentric and relational methodologies. Cambridge University Press.