Mari Haneda is an associate professor of Multilingual/Multicultural Education in the School of Teacher Education at Florida State University. Her research has focused on: the second language (L2) oral and literacy practices of school-aged English language learners and adult L2 learners; the relationships among language, literacy, gender, ethnicity and culture in the development of identity among language minority students; and the processes through which L2 students are socialized into academic discourse practices. Her publications have appeared in journals, including Applied Linguistics, Linguistics and Education, the International Journal of Bilingual Education and Bilingualism, and TESOL Quarterly.
Mentor: JoBeth Allen, University of Georgia
KaaVonia Hinton is an associate professor in Teaching & Learning at Old Dominion University in Norfolk, Virginia. She is the author of Angela Johnson: Poetic Prose (Scarecrow Press, 2006) and Sharon M. Draper: Embracing Literacy (Scarecrow Press, 2009), and co-author (with Gail K. Dickinson) of Integrating Multicultural Literature in Libraries and Classrooms in Secondary Schools (Linworth, 2007) and (with Katherine T. Bucher) of Young Adult Literature: Exploration, Evaluation, and Appreciation (Prentice Hall, 2009). She can be reached on her blog, http://kaavoniahinton.blogspot.com/.
Mentor: Nancy Tolson, Mitchell College
Guillermo Malavé received the CNV fellowship in 2002-2004. He earned a Ph.D. degree in 2006 from the University of Arizona at Tucson, in Language, Reading, and Culture (LRC). The title of his dissertation is: Hispanic Parents: A Sociocultural Approach to Family, Ideology and Identity. In this dissertation he investigated the experiences of Spanish-speaking Hispanic immigrants with children in Arizona and Iowa, focusing on their discourses on education and language issues. He had a postdoctoral experience at the Arizona State University at Tempe and was a Lecturer at the University of Texas at Austin, moving recently to New York, where he is currently teaching at Teachers College, Columbia University. Publications after receiving CNV fellowship:
- Martínez-Roldán, C. M. & Malavé, G. (2011). Identity construction in the borderlands: The Acosta family. In V. Kinloch (Ed.), (pp. 53-71). New York: Teachers College Press.
- Martínez-Roldán, C. M. & Malavé, G. (2004). Language ideologies mediating literacy and identity in bilingual contexts. Journal of Early Childhood Literacy, 4, 155-180.
Huong Tran Nguyen was a K-12 classroom teacher, resource specialist, professional development trainer, and central office administrator in three urban school districts for over two decades. While in the high school classroom, she was selected as National Outstanding Teacher of the Year in 1994, sponsored by the Disney American Teacher Awards. Subsequently, she was invited to join the U.S. Department of Education as a senior fellow in 1995-96. She became a faculty member in fall 1998 at California State University, Long Beach in the Department of Teacher Education, College of Education, and gained tenure and promotion to associate professor. Her teaching, research and policy interests pertain to the role language, culture, and identity play in the education of culturally and linguistically diverse persons. She has taught core courses both in the Multiple and Single Subject Credential Programs (e.g., Introduction to Teaching; Curriculum, Instruction, Assessment, and Classroom Management; Intercultural Education in U.S. Secondary Schools) and supervised student teachers.
Mentor: Sarah Freedman, University of California, Berkeley
R. Joseph Rodríguez is a lecturer in the College of Education and research associate in the Center for Teaching and Learning at The University of Texas at Austin.
He explains, "I teach content area literacy, young adult literature, and language acquisition courses. I have taught English and Spanish language arts at various levels in public and charter schools and at the university level. From 2009 to 2012, I served on the English language arts–reading content coordinating team (2009-2011) for the 2012 Series GED Tests, American Council of Education.
After receiving my Ph.D. from the Neag School of Education, University of Connecticut, in 2001, I applied to the NCTE Research Foundation’s Cultivating New Voices among Scholars of Color (CNV) with the 2002–2004 cohort. My participation in CNV provided me access to scholars in the humanities and social sciences as well as membership in a circle of collaboration and advancement among fellow colleagues. Dr. María E. Fránquiz, my (tor)mentor, encouraged and challenged me in my research on the pedagogy of hope and critical literacy. Since then, my journey in the academy has been strengthened, and my circle of engagement has widened as a teacher, researcher, and cultural worker.
Some of my work has appeared as chapters in a few books and periodicals such as English Journal (2011), Leadership Quarterly (2008), College Culture, Student Success: A Longman Topics Reader (2008), Council Chronicle (2007), Institute for Recruitment of Teachers Magazine (2005), and Guide to College Reading (2003). I am committed to the work of NCTE members and leaders. As a result, I am active as a member of the NCTE Task Force on Council History (2009-2012) and NCTE Connected Community, an online communication service for members." He can be reached at firstname.lastname@example.org.
Mentor: María E. Fránquiz, The University of Texas at Austin
María del Carmen Salazar is an Assistant Professor at the University of Denver Morgridge College of Education. Her doctorate is in bilingual and multicultural foundations of education. Her research and teaching fields include teacher preparation for culturally and linguistically diverse learners, teacher evaluation and professional development, and college readiness for Latina/o students.
Mentor: Bertha Perez, University of Texas at San Antonio
Vera Wallace happily retired in 2005 after teaching for 34 years! As luck would have it, a former CNV Mentor learned that I was free and asked me to work with her English teachers at a Chicago charter school. Now I am just a “tired” teacher and loving every bit of it.
Mentor: George Hillocks, University of Chicago
Victoria Wallace (formerly Victoria Pettis) has spent the last five years as a middle school assistant principal. Currently, she works at Clarke Middle School in Athens, Georgia. Before becoming an administrator, she served 16 years as an English teacher at Clarke Middle School, Clarke Central High School, and Hilsman Middle School.
Mentor: Arnetha Ball, Stanford University
Cynthia Hansberry Williams has been an educator for nineteen years. She has worked as a language arts teacher, a literacy instructional facilitator, a college writing instructor, a supervisor of elementary practicum and secondary pre-service teachers, a researcher, and a higher education administrator. Dr. Williams completed an interdisciplinary Ph.D. in Language, Literacy, and English Studies from Vanderbilt University, and received a Master of Arts in Technical and Expository Writing from the University of Arkansas at Little Rock. Owner of Educational Research and Consulting, PLLC in Little Rock, Arkansas, she currently serves as a researcher and literacy consultant. Her research interest examines complex language processes students from multiracial and multicultural backgrounds encounter in classroom settings, specifically in navigating language interactions in literacy activities. Dr. Williams is particularly interested in examining some of the often invisible or overlooked social and cultural difficulties diverse learners encounter in negotiating their language across various academic spaces when writing or literacy becomes the sole focus. Her research work has been published in the peer-reviewed journal, Theory Into Practice, and presented at various national and international conferences, including the National Council of Teachers of English (NCTE), the National Council of Teachers of English Assembly for Research (NCTEAR), the American Educational Research Association (AERA), and the International Federation for the Teaching of English (IFTE). She was recently nominated to NCTE’s Middle Level Section Nominating Committee, and has completed appointed positions on NCTE’s Commission on Literature and the Committee Against Bias and Racism in the Teaching of English. She is currently working on a chapter honoring the educational contributions of Dr. Clementine Skinner in Kappa Delta Pi’s Presidential Biography (forthcoming), and Writing for the “Real” a chapter to be published in Writing Strategies for All Students in Grades 4-6: Scaffolding Students’ Independent Writing through Learner-Centered Mini-Lessons.
Mentor: Judith Green, University of California, Berkeley
Maisha T. Winn (formerly Maisha T. Fisher) is an associate professor in Language, Literacy, and Culture in the Division of Educational Studies at Emory University. Professor Winn's program of research examines the ways in which youth perform writing and literacy in school and in out-of-school contexts. She is the author of many articles appearing in journal such as the Harvard Educational Review, Anthropology and Education Quarterly, Research in the Teaching of English, Written Communication, and English Education. She is also the author of Writing in Rhythm: Spoken word poetry in urban classrooms (Teachers College Press) and Black literate lives: Historical and Contemporary perspectives (Routledge).
Mentor: Carol Lee, Northwestern University