Teacher development at international schools
Trans-/international and bilingual teacher identity
Humanizing pedagogy in global bilingual classrooms
Internationalization of K-12 schooling

Dora Wang (王岳玥) is from Chengdu, China, and was a high school English-Mandarin bilingual teacher in Economics. Before coming to 沈芯语老师家访麻花视频, she taught Cambridge A-levels, International Baccalaureate (IB), and Advanced Placement (AP) Macroeconomics, Microeconomics, and International Economics at two multilingual international schools in mainland China. Unsatisfied with the professional development (PD) opportunities offered to international school teachers, particularly local bilingual subject teachers, she initiated PD programs and projects that ranged from novice bilingual teacher induction to veteran bilingual teacher coaching. At 沈芯语老师家访麻花视频, her research interests focus on countering deficit-based teaching and learning for and with bilingual teachers and approaching bilingual education from a humanizing stance. Her recent project is a researcher-practitioner partnership (RPP) that explores the use of Humanizing-Pedagogy-informed Core Practices (CPs) for multilingual learners in teacher development with an international school in China, aimed at both humanizing the teacher education experience and supporting teachers in developing humanizing understandings of multilingual learners in their classrooms. Another strand of her work examines how local bilingual teachers (also termed as host nation teachers) in internationalized schools make sense of and negotiate their professional identities in relation to global, national, and institutional narratives. She is currently the instructor for TLPL 665, Methods for Teaching Multilingual Learners.

She got her B.A. in International Studies from the University of Richmond, Virginia, and her M.A. in International Educational Development and Comparative Education from Teachers College, Columbia University, New York.

Her email address is ywang001@umd.edu

Dean's fellowship AY 2024-2025

Teachers College Scholarship at Teachers College, Columbia University AY 2019-2020

Articles

Wang, Y., Lin, J., Shoaib, M., & Lytkina, A. (in press). Teachers as wisdom workers of love: A radical reconceptualization of teacher education centering wholeness, compassion, and interbeing in a fractured world. Journal of Contemplative and Holistic Education.

Wang, Y. (2023). Local Bilingual Teachers and International Teachers in China: Disparities in Employability and Work Experience. Advances in Education, Humanities and Social Science Research, 6(1), 437-437.

Wang, Y. (2023). Chengdu Parents’ Attitudes Toward English Native-speaking International Teachers versus Local Bilingual Teachers. Advances in Education, Humanities and Social Science Research, 7(1), 525-525.

Book Chapter

Peercy, M. M., Crawford, J., Hardy-Skeberdis, M., Jones, L., Guitunga, C., & Wang, Y. (forthcoming). “The students come empty in September”: Supporting transnational teachers’ perspectives on advocacy by developing their humanizing understandings. In H. Uysal & L. J. P. Herrera (Eds.), Social-emotional undercurrents in ELT Advocacy: Insights and Implications. Routledge.

Conference Presentations

Wang, Y. (2026, March–April). Navigating multiple storylines: Constructing local bilingual teacher identities in Chinese international schools from a positioning theory perspective. Paper to be presented at the Comparative and International Education Society (CIES) Conference, San Francisco, CA.

Jones, L., Wang, Y., Fotouhi, G., Crawford, J., Hardy-Skeberdis, M., Peercy, M. M., Fredricks, D. E., & Tigert, J. M. (2026, April). Exploring identity: Leveraging multimodal language portraits to support teachers’ humanizing understandings. Paper to be presented in a colloquium at the American Association for Applied Linguistics (AAAL) Conference, Chicago, IL.

Peercy, M. M., Crawford, J., Fredricks, D. E., Wang, Y., Guitunga, C., Hardy-Skeberdis, M., & Jones, L. (2026, April). Being humanizing versus being “nice”: Supporting early career teachers of MLLs in developing humanizing understandings. Paper to be presented in a colloquium at the American Association for Applied Linguistics (AAAL) Conference, Chicago, IL.

Wang, Y. (2025, July). Reconciliation and prioritization: An in-service international school local Chinese teacher’s teacher identity negotiation through an online M.Ed. program at an American university. Paper presented at the Chinese Society of Education Conference, Hong Kong.

 

Co-PI, Exploring the Use of Core Practices (CPs) to Support Humanizing Practices among EMI and EFL High School Teachers in China, 2025 - Present.

 

Instructor, TLPL 665 Methods for Teaching Multilingual Learners, Fall 2025