Community Highlights 2025-2026
BMEIS Leaders, 2025-2026
Chair: Huseyin Uysal
Past Chair: Paul J. Meighan
Editors: Laura B. Liu, Kirti Kapur, Nelli Bondareva
Community Managers: TBA
Member-at-Large: Ching-Ching Lin, Sarah Hopkyns
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 Newsletter, Spring 2026
- January 15: Call for Proposals
- March 1: Submissions Due
- March 15: Editor Response
- April 1: Final Drafts Due
- April 15: Publication Date
BMEIS Webinars, 2025-2026
- BMEIS Webinar – July 31, 2025,10-11am EDT
From Coursework to Classroom: Reframing Language Ideologies in Pre-service Teacher Education for Multilingual Realities
Dr. Curtis Green-Eneix, The Education University of Hong Kong, China
- BMEIS Webinar – September 12, 2025, 10-11am EDT
Funds of Knowledge in Teacher Education: Cultural Identity, Linguistic Translanguaging, Ecological Heritages
Dr. Nahal Rodieck, Pima Community College, U.S.
Dr. Grace Mavhiza, STADIO Higher Education, South Africa
Dr. Daniela Searle, University of Girona, Spain
- BMEIS Webinar – October 1, 2025, 2-3pm EDT
Promoting Metalinguistic Awareness in Multilingual Classrooms: From Research to Practice
Dr. Anna M. Krulatz, Norwegian University of Science and Technology, Norway
- BMEIS Webinar – November 15, 2025, 9-10am EDT
Multilingual and Multimodal Counter Storytelling as Antiracist Pedagogy
Dr. Pramod K. Sah, The Education University of Hong Kong, China
- BMEIS Webinar – January 13, 2026, 5-6pm EDT
Cultivating a Translanguaging Classroom: A Critical Framework
Dr. Laura Hamman-Ortiz, The University of Rhode Island, U.S.
- BMEIS Webinar – February 2, 2026, 7-8pm EDT
Contextualizing in English Language Education: Insights from Teaching during a Crisis
Dr. Marianne Rachel G. Perfecto, Ateneo de Manila University, Philippines
BMEIS Suggested Publications
Bauler, C.V. (2025). Funds of knowledge as ways of languaging: Podcasting in teacher education. In L.B. Liu, N. Mohamed, C.C. Lin, C. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 239-256). IGI Global Scientific Publishers.
De Costa, P. I., & Uysal, H. (2025). An interview with Peter De Costa on language teacher emotions and identities. TESOL Journal, 16(2), Article e70041. https://doi.org/10.1002/tesj.70041
García, O., & Uysal, H. (2024). A conversation with Ofelia García: Critical perspectives on translanguaging and adolescent English learners. RELC Journal, 55(1), 274–284.
Hopkyns, S., Dillon, A., & Čigoja Piper, D. (2025). A collaborative autoethnography on English as a medium of instruction: Perspectives across disciplines. Journal of English Medium Instruction.
Hopkyns, S., & Dovchin, S. (2024). Translanguaging and emotionality of English as a Second Language (ESL) teachers. International Review of Applied Linguistics in Language Teaching.
JadAllah, M., Zhang, J., & Enriquez-Andrade, A. (2025). Leveraging students’ funds of knowledge, language, and identity: A case for STEM education in the United States. In L.B. Liu, N. Mohamed, C.C. Lin, C. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 367-384). IGI Global Scientific Publishers.
Kapur, K. (2025). From colonial legacy to multilingual education – reviving and leveraging funds of knowledge. In L.B. Liu, N. Mohamed, C.C. Lin, C. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 281-302). IGI Global Scientific Publishers.
Kim, H. J., & Uysal, H. (Eds.). (2025). Criticality, agency, and language teacher identities: Research and praxis from global teacher education. Bloomsbury Academic.
Lin, A. M. Y. (2023). Conversation analysis, critical literacies, translanguaging and flows: The influences on my intellectual journey. In J. Ávila (Ed.), Leaders in English language arts education research: Intellectual self-portraits (pp. 151-162). Berlin: Brill.
Lin, C.C., Bauler, R., & Liu, Y. (2025). Co-learning in action: A collaborative autoethnographic study of funds of knowledge in teacher education. In L.B. Liu, N. Mohamed, C.C. Lin, C. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 53-78). IGI Global Scientific Publishers.
Lin, C.C., & Wu, (2025). Navigating Taiwan’s bilingual 2030 policy: Unveiling teachers’ glocalization efforts and agency. Journal of Multilingual Education Research (13).
Liu, L.B., Mohamed, N., Lin, C.C., Bauler, C.V., & Kapur, K. (Eds.). (2025). Funds of knowledge in teacher education: Sustaining local diversity amidst global standards. IGI Global Scientific Publishing.
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. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 31-52). IGI Global Scientific Publishers.
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. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 217-238). IGI Global Scientific Publishers.
Shah, A. & Rodieck, N. (2025). Voices of identity: Integrating lived experiences in responsive education. In L.B. Liu, N. Mohamed, C.C. Lin, C.V. Bauler, and K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 79-98). IGI Global Scientific Publishers.
Uysal H. (2024). Sustaining the momentum of advocacy for multilingualism: Insights from the second issue. Journal of Education for Multilingualism, 1(2), 165–168.
Uysal, H. (2025). Long-term English learners. In M. Aronoff (Ed.), Oxford research encyclopedia of linguistics. Oxford University Press.
Uysal H., & Tian, Z. (2025). Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals. Linguistics and Education, 86, Article 101404.