Dr. Terrence G. Wiley is President of the Center for Applied Linguistics in Washington, DC, and he serves as Special Professor, Department of Teaching and Learning, Policy and Leadership and Graduate School, University of Maryland, College Park, MD. He is also Professor Emeritus at Arizona State University, where he served as Executive Dean of the Mary Lou Fulton Institute and Graduate School of Education and Director of the Division of Educational Leadership & Policy Studies. He has also served as a Visiting Professor in the School of Foreign Languages for Renmin (Peoples’) University of China’s International Programs.
Dr. Wiley’s teaching and research have focused on educational and applied linguistics, concentrating on educational language policies; language diversity and immigrant integration; teaching English as a second and international language; bilingualism, literacy and biliteracy studies; and bilingual, heritage and community language education. He received his Ph.D. from the University of Southern California in Education with an emphasis in Linguistics, has two Master’s degrees, in Linguistics and Asian Studies, and a B.A. in History. He has won numerous awards for scholarship, teaching, and service, including the American Association for Applied Linguistics (AAAL) Distinguished Scholarship and Service Award.
Dr. Wiley’s scholarly articles and reviews have appeared in the Modern Language Journal, the TESOL Quarterly, Language in Society, the International Journal of Sociology of Language, Critical Inquiry in Language Studies, the International Journal of Bilingual Education and Bilingualism, the Bilingual Research Journal, Educational Policy, and Teachers College Record.
Among his books are: Handbook of Heritage, Community, and Native American Languages: Research, Policy, and Practice (co-editor, Routledge, 2014). (co-editor, 2009, Multilingual Matters), Literacy and Language Diversity in the United States, 2nd Ed (author, 2005, Center for Applied Linguistics), Ebonics in the Urban Education Debate, 2nd Ed (co-editor, 2005, Multilingual Matters). Dr. Wiley has also published numerous chapters in volumes published by Cambridge and Oxford university presses, Blackwell, Taylor and Francis, Routledge, Sage, John Wiley & Sons, Lawrence Erlbaum, John Benjamins, Mouton, UNESCO, the University of Hawaii Press, and Multilingual Matters.
Dr. Wiley's editorial service includes co-founding and co-editing the Journal of Language, Identity and Education (Routledge, Taylor & Francis),and the International Multilingual Research Journal (Routledge, Taylor & Francis), co-editing the International Journal of the Sociology of Language and Bilingual Research Journal, and, most recently, AERA’s Review of Research in Education, Vol. 38,“Language Policy, Politics, and Diversity in Education” (2014). He has also served on numerous editorial boards, including the TESOL Quarterly, the International Journal of Bilingual Education and Bilingualism, Current Issues in Language Planning, and Language Policy.
Dr. Wiley’s research collaborations have included projects with UCLA’s National Heritage Language Resource Center; ASU’s Confucius Institute in partnership with Sichuan University; and UCLA’s Civil Rights Project.
In addition to his work in China, Dr. Wiley and has done visiting professorships and lectured at universities in Africa, East and South Asia, Europe and the UK, North, South, and Central America, Australia, and New Zealand. He is also organizer of the international Language Policy Research Network of AILA (Association Internationale de la Linguistique Appliquée).
The Center for Applied Linguistics manages the Language Policy Research Network (LPReN), an international organization of researchers, scholars, and stakeholders in the field of language policy.
This book traces the recent socio-historical trajectory of educational language policy in Arizona, and includes chapters by scholars and practitioners who have been directly involved in documenting, and contesting, Arizona's restrictive English-only policies.
The Journal of Language, Identity, and Education (JLIE) is an international forum for interdisciplinary research that is grounded in theory and of interest to scholars and policymakers.
Review of Research in Education (Volume 38) explores the important role of educational language policies in promoting education as a human right. With language diversity in flux due to large-scale trends with widespread implications, this timely volume offers a solid background to inform and influence policies and programs for millions of students worldwide.
Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice
This timely and comprehensive publication provides a state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, providing a foundational perspective on how these languages are learned and used in a variety of contexts and outlining the importance of drawing on these languages as valuable national resources.
In this revised and updated edition, the author takes a fresh look at the differences between native and nonnative speakers of English in the United States in terms of their literacy performance and educational achievement. He also discusses the social and educational policy debates that surround literacy in the 21st century.
This book focuses on linguistic landscapes in present-day urban settings. In a wide-ranging collection of case studies and comparisons of major world cities, the authors investigate both the forces that shape linguistic landscape and the impact of the linguistic landscape on the wider social and cultural reality.
This publication brings together well-known experts on immigrant and language minority education in the United States with the goal of informing educational policy and practice.
This publication traces the distant and recent history of the Ebonics debate in the United States, with leading scholars placing the debate within its historical and contemporary context.
Thirty-two scholars examine the sociocultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a heritage language may be acquired, maintained, and developed. They draw upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism.
This year, newcomer school programs may be more critical than ever as thousands of unaccompanied minors will enroll in U.S. schools.
The American Association of Applied Linguistics (AAAL) has awarded Dr. Terrence Wiley, President and CEO of CAL, the 2014 Distinguished Scholarship and Service Award for his contributions to the field of applied linguistics and to AAAL. Congratulations to Dr. Wiley!