Staff and Advisors
The Chinese Early Language and Immersion Network (CELIN)
Our distinguished advisors volunteer their valuable time and expertise to serve on the Chinese Early Language and Immersion Network (CELIN) National Advisory Committee.
Staff of CELIN@Asia Society
Shuhan C. Wang
Dr. Shuhan C. Wang is Project Director of CELIN. She is President of ELE Consulting International, providing technical assistance, teacher professional development, curriculum and materials development, and program evaluation in language education to schools, districts, states, institutions of higher education, organizations, and governments.
Wang is former Executive Director of Chinese Language Initiatives at Asia Society (2006–2009) and Deputy Director of the National Foreign Language Center, University of Maryland (2009–2012). Her work is published in books and peer reviewed journals, including Flying with Chinese, a series of textbooks for K–6 learners of Chinese.
Wang serves as an advisor to the Ministry of Education in Singapore on the Mother Tongue Language and Chinese Primary Curriculum Projects, and works with the Maryland State Department of Education to develop Elementary STEM-focused World Language Curricular Modules, a project funded by the U.S. Department of Education’s Race to the Top initiative.
Joy Kreeft Peyton
Dr. Joy Kreeft Peyton is Senior Project Associate of CELIN at Asia Society and a Senior Fellow at the Center for Applied Linguistics (CAL) in Washington, DC. She works with teachers and teacher educators to implement educational innovations and study factors that influence their success.
Peyton is also a former Spanish and linguistics teacher in high school and university programs. She is co-editor of two major volumes on heritage languages in the United States: Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice (2014) and Heritage Languages in America: Preserving a National Resource (2002) and of a special issue of the Heritage Language Journal (2013) on the vitality of heritage languages in the United States. In collaboration with other language educators and researchers, she co-established the Alliance for the Advancement of Heritage Languages and is a member of the editorial advisory board of the Heritage Language Journal.
Dr. Ting Shen is Project Associate of CELIN at Asia Society. She is currently a Senior Director of Research Development at AIBE and has years of experience teaching Chinese in high schools (2006-2010) and university (2011-2016) in the United States. She works on curriculum and materials development, professional development, and international education exchange. She holds a BA from Peking University and a Ph.D. from the University of Florida.
Cleopatra Wise is the Director for Asia Society's Center for Global Education, China Learning Initiatives (CLI). She is responsible for managing the CLI team and executing programs that promote Chinese language learning among young people in the United States.
Before joining Asia Society, Cleopatra served as an International Program Manager at Peking University for seven years. During her time there, she spearheaded the school's global outreach and special initiatives.
Cleopatra holds a BA in International Relations from the University of Southern California. She also earned an MBA from the Guanghua School of Management at Peking University.
Cleopatra is a Florida native and speaks fluent Mandarin Chinese and Krio.
Dr. Anthony Jackson leads Asia Society's work in global education, which strives to enable all students to graduate high school prepared for college, for work in the global economy, and for 21st century global citizenship.
Jackson oversees the Center for Global Education at Asia Society, a global platform for collaboratively advancing education for global competence for all. The Center’s multifaceted approach includes the International Studies Schools Network, a network of over 30 schools around the United States that systematically integrate a global focus within the curriculum; Global Learning Beyond School, which supports globalizing youth programs including afterschool and community programs; the Global Cities Education Network, a learning community of high performing Asian and North American urban school districts dedicated to solving common high priority problems of practice and policy; and China Learning Initiatives, which provide national leadership to support learning of Chinese language and culture.
Trained in both developmental psychology and education, Jackson is one of the nation’s leading experts on secondary school education reform and adolescent development. Jackson directed the Carnegie Corporation’s Task Force on the Education of Young Adolescents which produced the ground breaking report Turning Points: Educating Adolescents in the 21st Century, and co-authored the seminal follow-up blueprint Turning Points 2000, considered one of the most influential books on middle school reform. His most recent work is Educating for Global Competence: Preparing Our Youth to Engage the World.
Jackson holds a BA from the University of California at Berkeley, and MA and PhD in Education and Psychology from the University of Michigan.
Yang Guo is the Assistant Director of Partner Schools for China Learning Initiatives at Asia Society's Center for Global Education, where she manages a nationwide school network and executes educational programs to make Mandarin language approachable for all. She is passionate about cross-cultural communication and education exchanges. She has organized dozens of nationwide and international conferences and student exchange programs.
Maquita Alexander is the Head of School of Washington Yu Ying Public Charter School. She served as the Principal of the school from 2009–2012. She has led the school's development of its the immersion and International Baccalaureate program. She has successfully set and met both internal program goals and DC educational targets.
Maquita has worked closely with the Chinese program team to develop effective classroom management strategies for new immersion teachers. She has more than 19 years of teaching and administrative experience, including 15 years in the Fairfax County Public School system and eight years as an elementary school teacher. She has a Master of Arts in Educational Technology Leadership from George Washington University, a Master of Teaching, Elementary Education from Virginia Commonwealth University, and an administrative certification in Curriculum and Administration from George Mason University.
Michele Anciaux Aoki
Michele Anciaux Aoki is an International Education and World Languages Advocate, who recently retired as International Education Administrator for Seattle Public Schools, where she was responsible for developing and supporting the ten international schools in the district and their K-12 dual immersion programs in Japanese, Mandarin Chinese, and Spanish. She was also Co-Director of the Confucius Institute of the State of Washington.
From 2008 to 2014, Michele served as World Languages Program Supervisor at the Office of Superintendent of Public Instruction (OSPI), where she provided technical support on world language standards and assessment to 295 public school districts and professional development for world language teachers across the state. She also worked with the State Board of Education and Washington State School Directors Association on developing and implementing a model policy and procedure for Competency-Based Credits to award high school credits to students with demonstrated language proficiency and was project director on a grant from the Bill & Melinda Gates Foundation to support the Road Map World Language Credit Program. She was instrumental in introducing the Seal of Biliteracy in Washington State. Since 2011, Michele has partnered with the University of Washington on their Russian STARTALK Teacher and Student Program. Michele has a Ph.D. in Slavic Linguistics and taught Russian language and English as a Second Language at the University of Washington for a number of years and as a Fulbright lecturer in Romania. She has received two leadership awards from the Washington Association for Language Teaching (WAFLT) as well as the Consul General Award from the Consul General of Japan, and continues to volunteer as an advocate for languages.
Michael Bacon works as the Portland Public Schools (PPS) Assistant Director for Dual Language Immersion, which provides program, professional, and curriculum development for 15 immersion programs in Spanish, Japanese, Mandarin, Russian, and Vietnamese in 24 K–12 schools.
Bacon also directs the K–12 portion of the NSEP-funded K–16 Oregon Chinese Flagship grant in collaboration with the University of Oregon. In collaboration with the Rand Corporation and American Councils, he is involved in three studies on the Effectiveness of Dual Language Immersion on Student Achievement in PPS, funded by the U.S. Department of Education’s Institute of Education Sciences. Bacon frequently presents and conducts workshops at local and national conferences on various aspects of immersion education and currently serves as President of the Dual Language Immersion Special Interest Group of ACTFL. He has 19 years of teaching and administrative experience in immersion education.
Sue Berg is CEO/Executive Director of Yinghua Academy, a full immersion Mandarin Chinese K–8 school in Minneapolis, Minnesota. The school opened in 2006, as the first public charter Chinese immersion school in the U.S. and the first Chinese immersion school in the Midwest.
Berg is a seasoned PS–12 global educator with background in traditional public school, charter school, and private international school settings. With a strong foundation in successful classroom teaching, she has expertise in curriculum design and delivery, the creation of internal and external assessments, teacher training, performance evaluation, and maximizing student learning. After twenty years in educational administration, specializing in new and developing schools, she strives to be a transformative leader who focuses on establishing systems, building effective and efficient teams, and developing strong relationships among all stakeholders.
Jeffrey W. Bissell
Dr. Jeffrey W. Bissell is Head of School at Chinese American International School (CAIS), where he has overseen the establishment of an innovative framework for curriculum development allowing for the effective integration of Chinese and English across multiple disciplines.
CAIS, the nation's oldest Chinese/English dual language immersion school, is located in San Francisco, California. Bissell has also led CAIS’s strategic initiative to develop language-based experiential learning programs for CAIS students in China and Taiwan. He is the former resident director of School Year Abroad (SYA) in Beijing China, chair of the Board of Trustees at Western Academy of Beijing, and adjunct professor of Chinese language at Marquette University in Milwaukee, Wisconsin. He has lived in China and Taiwan for a total of 15 years.
Dr. Tara W. Fortune is a teacher educator, researcher, and founder of Tara Fortune Consulting, LLC. She specializes in strategic planning and support for dual language and immersion (DLI) education. For over 20 years she served as Director of the Immersion Research and Professional Development Project at the Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota. In this role she partnered with veteran practitioners and leading immersion researchers to offer professional learning experiences that bridge research and practice. Her work has involved a wide range of DLI program models and languages in schools, districts, state agencies, universities, and non-profit organizations throughout the U.S. and abroad. Fortune's publications include two co-edited research volumes on immersion education, a research-to-practice handbook on struggling immersion learners, and articles in journals such as Foreign Language Annals, Modern Language Journal, Annual Review of Applied Linguistics, and the Journal of Content-Based and Immersion Education. In 2016, she received the U.S. Paul Pimsleur Award for Research in Foreign Language Education.
Ann Marie G. Gunter
Ann Marie Gunter is World Language Consultant at the North Carolina Department of Public Instruction, where she focuses on initiatives involving the professional development, support, and implementation of the proficiency-based North Carolina World Language Essential Standards.
She also works with LinguaFolio, dual language/immersion programs, and global education initiatives pertaining to language. (There are over 200 dual language/immersion programs in North Carolina, which encompass 8 languages—Cherokee, Chinese, French, German, Greek, Japanese, Spanish, and Urdu—across 47 districts, 8 charter schools, and 6 independent schools.) Her dissertation research explored the reasons why local policymakers decide to launch a dual language/immersion program, and she has served as President of the National Council of State Supervisors for Languages (NCSSFL). Currently, she is an officer with ACTFL’s Immersion Special Interest Group (SIG).
Robin Harvey is a Clinical Assistant Professor of Foreign Language Education, TESOL, and Bilingual Education in New York University’s Steinhardt School of Culture, Education and Human Development, where she focuses on teaching foreign language in elementary school and early immersion education.
She is director of NYU's Project for Developing Chinese Language Teachers (DCLT) and former program director of NYU’s STARTALK Immersion Training Program for Teachers of Chinese (Grades 1-6). Harvey is co-author (with Pauline Huang) of Rhythms and Tones: Inventive Songs & Chants for Learning Chinese (Chinasprout, 2010), and Rhythms and Tones 2 (Chinasprout, 2012).
Sharon Huang is the founder and executive director of HudsonWay Immersion School, a Mandarin and Spanish immersion school for children ages 2 to grade 8, with campuses in New Jersey and New York City. She started HudsonWay in 2005 after being unable to find a Mandarin immersion preschool for her then-2-year-old twin sons. The school has over 200 students across both campuses and has recently been accredited by the Middle States Association. The school is a pioneer in the greater NYC market and has grown to encompass preschool through middle school, with other programs such as summer camps and online after-school programs.
Formerly employed as a marketing executive of companies such as Nabisco International, AirTouch, and Weightwatchers.com, Sharon and her husband are now fully devoted to the entrepreneurial mission of HudsonWay.
Janis Jensen is an independent consultant for world languages and global education. She also serves as Program Director for STARTALK Grant Projects at Kean University that includes oversight of Hindi and Urdu Student and Teacher Programs and the newly developed Master’s degree program in Hindi and Urdu Language Pedagogy.
She is program liaison to the Kean University Graduate School of Education and teaches several graduate courses. Janis previously served as Director of the School for Global Education and Innovation at Kean, responsible for professional development initiatives focusing on 21st century learning and teaching and global education. She has also served as Director of the Office of Academic Standards at the NJ Department of Education, where she oversaw the development and implementation of the NJ Core Curriculum Content Standards and educational technology. Prior to that appointment, she coordinated the implementation of world languages and international education policies, programs, and initiatives at the department. She is past president of NCSSFL, NNELL, and NJ ASCD. She co-authored the ASCD publication, The Essentials of World Languages, Grades K-12: Effective Curriculum, Instruction, and Assessment.
Dr. Yu-Lan Lin has been a teacher/administrator for 34 years. She recently retired as the Executive Director of the Chinese Language Association of Secondary-Elementary Schools (CLASS) and is also the former Senior Program Director of World Languages for Boston Public Schools.
In 2004, Dr. Lin was selected to serve on the Chinese AP Task Force Committee for the College Board, and in 2005, she served as Content Advisor for the AP Chinese Program. From 2008–2012, she served on the AP Chinese Curriculum and Assessment Development Committee. She serves on the World Language Advisory Committee and the Academy Assembly Committee for the College Board. Her publications include co-authorship of the CLASS Professional Standards for K–12 Chinese Teachers. She is the recipient of MaFLA’s Distinguished Service Award, NECTFL’s Nelson H. Brooks Award for Outstanding Leadership in the Profession, and ACTFL’s Florence Steiner Award for Leadership in K–12 Foreign Language Education.
Christopher M. Livaccari is an educator, author, and former U.S. diplomat who held posts in Tokyo and Shanghai. He is the Head of Presidio Knolls School (PKS) in San Francisco and was the Senior Advisor for China Learning Initiatives in Asia Society’s Center for Global Education in New York.
Chris was formerly Principal and Chinese Program Director at International School of the Peninsula (now Silicon Valley International School) in Palo Alto, CA and the Director of Education and Chinese Language Initiatives at Asia Society, where he created a national network of almost 40,000 students in more than 100 U.S. schools in 28 states that teach Chinese, and their partner schools across 23 provinces in China. He has been a member of the board of trustees of Chinese American International School (CAIS) in San Francisco and was named an honorary lifetime member of the Chinese Language Teachers Association of Greater New York.
Chris is the author of New Ways of Seeing: How Multilingualism Opens Our Eyes and Trains Our Minds for a Complex World (Asia Society, 2017), and co-author of Structures of Mandarin Chinese for Speakers of English I & II (Peking University Press, 2012-2013), Chinese Language Learning in the Early Grades (Asia Society, 2012), and the Chinese for Tomorrow series (Cheng & Tsui, 2007-2009).
Chris has been a featured speaker at the Aspen Ideas Festival, has spoken on Chinese language education at the British Museum in London, and was the recipient of the U.S. State Department’s Meritorious Honor Award, citing outstanding speeches written for two U.S. ambassadors to Japan.
Tenured as a U.S. Foreign Service Officer in 2003, Chris served as a press officer for multiple visits to Asia by two U.S. presidents and two secretaries of state. He was the founding director of the High School for Language and Diplomacy and a founding member of the faculty at CSI High School for International Studies. Both schools were members of the Asia Society International Studies Schools Network (ISSN), a national initiative to create globally focused public schools with the support of the Bill and Melinda Gates Foundation.
Chris has been a teacher of Chinese, Japanese, English, and History and studied modern Chinese, Japanese, Korean, and Russian literature at Columbia University; Classical Chinese, Japanese, Korean, and Sanskrit literature at the University of Chicago; and applied linguistics at New York University. His essays and articles have appeared in Foreign Policy, AGNI, The Aspen Institute, Asia Society, and Education Week.
Dr. Tommy Lu has been actively developing and gathering information about Chinese community-based schools for over 20 years. He is interested in building a platform for all community-based schools using the community of practice approach, so that every community member can collaborate with others and share what they have learned.
Dr. Lu is a retired educator in the Information Technologies field. He is also actively involved with Chinese language teaching in the heritage school system. He has served as a Chinese history teacher; language teacher, where most of his students received a 5 on the AP Chinese exams; curriculum director, where he developed and implemented aligned curriculum using ACTFL’s language proficiency levels for both heritage and non-heritage tracks; and vice principal and principal of the Chinese School of Delaware. Through the years, he has made presentations at international, national, and regional conferences and local schools regarding his research and practice in Chinese heritage schools. He has also served in leadership positions in language organizations, including the ACTFL Heritage Language SIG, ACS (Association of Chinese Schools), and NCACLS (National Council of Association of Chinese Language Schools). He is now a core team member of the National Coalition of Community-Based Heritage Language Schools.
Stacy Lyon is the Utah Chinese Dual Language Immersion (DLI) Director, overseeing 16,000+ students in the growing K-12 program, since 2013. Her aim is to build a world-class Chinese immersion program that is accessible to all public school students. In this role she focuses on curriculum development; training and supporting nearly 250 native Chinese teachers in delivering high-quality, proficiency-based instruction to U.S. students; and supporting administrators in unified program implementation. In 2014, she initiated a collaboration that resulted in a widely used immersion-specific literacy curriculum for K-8 students, and she maintains a strong interest in pursuing research on Chinese literacy development with non-native learners.
Currently she is involved with expanding partnerships in China and Taiwan to benefit students in the DLI program, and regularly collaborates on teacher training projects with the Center for Language Education and Cooperation at Beijing Language and Culture University. She has a B.S. from Brigham Young University in Early Childhood/Elementary Education, an M.A. from the University of Washington, and administrator certification from Utah State University. She studied Chinese at Northeast Normal University, and lived in Taiwan for 12 years.
Rita A. Oleksak is the Director of World Languages/ELL for the Glastonbury Public Schools. She oversees a staff of 60 foreign language teachers and ELL tutors and is responsible for their hiring and direct supervision. Her work focuses on building target language proficiency across the modes of communication in a grade 1-12 articulated and sequential program.
In 2009, Glastonbury was named one of the first 20 Confucius Classroom cohorts. Glastonbury has also been funded for 13 STARTALK summer programs including Arabic, Chinese, and Russian teachers and students. Rita currently serves on the STARTALK task force. She is past president of the Joint National Committee for Languages-National Council for Languages and International Studies (JNCL-NCLIS), the language professional national lobbying organization. Rita also served on the K-16 Academic Alliances Committee for the Modern Language Association (MLA). She is past president of the National Network for Early Language Learning (NNELL) as well as the National Association of District Supervisors of Foreign Languages (NADSFL) and The American Council on the Teaching of Foreign Languages (ACTFL). As president of ACTFL, Rita had the honor of addressing a Senate Sub Committee to present ten legislative priorities for language learning in the United States. She is also the past president of the Massachusetts Foreign Language Association (MaFLA) and former co-chair of the K-16 Foreign Language Teachers of Western Massachusetts Collaborative.
She served as one of the original organizing partners of the LILL Leadership Team. In 2013, Rita was honored to be awarded the NADSFL – Pearson Supervisor of the Year Award. In 2015, she received the ACTFL Florence Steiner Award for Leadership in Foreign Language Education K-12. Under Rita’s leadership, Glastonbury Public Schools was awarded the 2017 ACTFL Melba D. Woodruff Award.
Nancy C. Rhodes is a Senior Fellow at the Center for Applied Linguistics (CAL) and a specialist in foreign language education for children, with a focus on language education research, instructional program design, professional development, and program evaluation. As director of World Language Education at CAL, she conducted numerous language education studies, including a series of three federally funded national surveys of K–12 foreign language instruction that provide a portrait of language teaching across the country (Foreign Language Teaching in U.S. Schools: Results of a National Survey, Rhodes & Pufahl, 2010). She has also authored or co-authored Fostering Foreign Language Proficiency: What the U.S. Can Learn from Other Countries (2005), Elementary School Foreign Language Teaching: Lessons Learned Over Three Decades (Foreign Language Annals, 2014), and Language Immersion: Celebrating 40 Years of Growth (2012). She is a founding member and former Executive Secretary of the National Network for Early Language Learning.
Deborah W. Robinson
Dr. Deborah W. Robinson serves as K–12 strategist and consultant to The Language Flagship. She has extensive experience in the K–16 arena, having taught French and Spanish in elementary, immersion, afterschool, summer, and traditional secondary and postsecondary programs.
She also was an assistant professor at The Ohio State University, developing pre-service and international teachers. Prior to joining the Flagship, Robinson served 11 years as World Languages Consultant at the Ohio Department of Education (ODE) and was recognized by the National Council of State Supervisors for Languages as the 2010 State Supervisor of the Year. At ODE, she facilitated the development of standards and curriculum and provided leadership on projects, including a U.S. Department of Education FLAP grant to develop a model K–4 Chinese curriculum. She also led a taskforce on the institutional impact of the National Standards for Foreign Language Learning through a Title VI International Research and Studies grant to ACTFL.
Paul Sandrock, Director of Education at ACTFL, the national organization for language educators, directs ACTFL’s professional development and initiatives around standards, curriculum, instruction, and performance assessment. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction, coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as that agency’s state-wide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance and Planning Curriculum for Learning World Languages. Previously, he served ACTFL as a board member and president.
Eric Schneider is Superintendent for Instruction in Minnetonka Public Schools. As a suburban district in Minnesota with 10,000 students located west of Minneapolis, Minnetonka is committed to language immersion and offers a K–12 program in Spanish and Mandarin that serves over 2,000 students.
Minnetonka offers the same rigorous curriculum in three languages, and student progress in the target language is measured by ACTFL-aligned assessments. Minnetonka is a leader in the use of technology, with over 5,000 iPads deployed in grades 7 through 12. Minnetonka is a leader in innovation, using crowdsourcing software to identify new solutions that have the potential to improve current programming or to create new markets for added revenue. Based on this work, Minnetonka launched a new VANTAGE program for profession-based learning, a virtual-learning platform, Tonka Online; and a K–12 Computer Programming curriculum called KidsCode! Schneider has served as Director of Curriculum and is a former high school principal from Napa, California.
Dr. Duarte Silva is Executive Director of the California World Language Project (CWLP) in the Graduate School of Education at Stanford University. Designed to strengthen and enhance professional development opportunities for California's language educators, CWLP has seven regional sites across California.
These sites are located at campuses of the California State University, independent colleges and universities, and county offices of education. Silva is responsible for providing leadership to the Project’s programs statewide and for overseeing evaluation of the programs outcomes at each site. As a former member of the California Curriculum Commission, he chaired the Foreign Language Subject Matter Committee and was a member of several other committees that advise the State Board of Education on a variety of language-related issues. He has chaired several state adoptions of instructional materials for Foreign Language and English Language Development students and oversaw the development of criteria for the role of technology in supporting the teaching of languages.
Madeline K. Spring
Dr. Madeline K. Spring is director of the UHM Chinese Language Flagship at the University of Hawaii at Manoa. Before coming to UHM in the Fall 2014, she was at Arizona State University (ASU), where she served as director of both the Chinese Language Flagship and the Chinese Flagship/ROTC Pilot Program.
Dr. Spring was also director of the ASU Confucius Institute and the Chinese Language Program. Her research interests are divided between medieval Chinese literature (especially Six Dynasties to Tang prose and rhetoric) and current issues in Teaching Chinese as a Foreign Language (TCFL). In that area, her focus is on curricular design and implementation, content-based instruction, intercultural communication, online communities, and other issues related to developing Superior Level language proficiency. Dr. Spring has played a leadership role in defining and disseminating information about Chinese Language Flagship programs both nationally and internationally. She has also developed models for collaboration between the Language Flagship, Confucius Institutes, State Departments of Education, and faculty and students in university-level Chinese programs and in other academic departments and units across campuses.
Jacque Bott Van Houten
Jacque Bott Van Houten is an independent language and international education consultant, specializing in intercultural communication and personalized learning. She retired in 2020 as language specialist for Jefferson County (Louisville, KY) Public Schools, where she oversaw curriculum design and professional development for language teachers in the state’s largest school district. She was also the world language supervisor for the Kentucky Department of Education for 15 years. She is a past president of the American Council on the Teaching of Foreign Languages (ACTFL), the National Network for Early Language Learning (NNELL), the National Association of State Supervisors of Foreign Languages (NCSSFL), and the Kentucky World Language Association (KWLA). She is a board member of the Global Seal of Biliteracy, World Affairs Council of KY, and Southern IN and the University of Kentucky Confucius Institute. She was one of the early developers of LinguaFolio, co-project director for the NCSSFL-ACTFL Can-Do Statements, and led the ACTFL task force for the Can-Do Statements for Intercultural Communication. She was a lead teacher for the College Board Guest Teacher program at Stanford University and UCLA and served on the STARTALK Advisory Board. Her awards include the French government’s Ordre des Palmes Academiques, NCSSFL–Pearson Supervisor of the Year award, and ACTFL Florence Steiner award for Leadership in Foreign Language Education.
Elizabeth (Beth) Weise is author of A Parent’s Guide to Mandarin Immersion. Her children attend Mandarin immersion schools and both speak Chinese despite having grown up in an English-only household. She was on the committee that helped start the Mandarin immersion program in the San Francisco Unified School District in 2006.
She writes the Mandarin Immersion Parents Council blog. Weise studied Chinese at the University of Washington. Today she is a technology reporter at USA Today, based in the paper’s San Francisco office, though she has had opportunities to report from China, Singapore, and Taiwan.