Huong Tran Nguyen
My Philosophical Orientation
I ground my theoretical-pedagogical practice in humanistic, constructivist, and critical pedagogy frameworks where knowledge and experience do not reside solely within one individual, but with all of us. We make sense of teaching-learning experiences, seek to understand ways of being and knowing while honoring one another’s humanity (to see and be seen). I am committed to ensuring that future teachers envision themselves as change agents, gain deep understanding of course content, pose critical questions, and embrace equitable and inclusive practices. Today’s classrooms are filled with students from diverse upbringings, heritage backgrounds, experiences, talents, aspirations, socioeconomic statuses as well as perspectives about educational and social issues that may impact their lives.
A welcoming, affirming, rigorous, and culturally responsive-sustaining classroom environment is reflective of shared expectations (e.g., mutually agreed class norms and accountability, individual and collective contributions). Some of us may have more expertise than others in a particular domain, but together, we contribute to the community of teachers and learnersby being patient with ourselves and kind to one another. We distribute our expertise within our environment, but also seekknowledge from others who may/can advance our own understanding and enhance our skills. I look forward to learning and sharing my lifelong love for teaching in our pluralistic, complex, and dynamic society.
My K-12 Teaching Experience
Prior to becoming a faculty member at CSULB in 1998, I served as classroom teacher, resource teacher, English language development specialist, professional development leader, and program specialist (administrator) in grades K-12 in three California urban public-school districts for over 21 years. In 1994, while teaching at Long Beach Polytechnic High School, I was selected by my peers as (National) Outstanding Teacher of the Year and (National) Outstanding Teacher of Foreign Languages and English as a Second Language. The event was sponsored by the Disney American Teacher Awards and took place in Washington, DC. Subsequently, I was invited to serve as a senior fellow (1995-96) at the U.S. Department of Education under the leadership of U.S. Secretary of Education Richard Riley during President Clinton's administration. I have fluency in English, Vietnamese, French, and have modest understanding of Spanish.
My Journey in Higher Education
Since 1998, I have been teaching core required courses both in the Single Subject Credential Program (SSCP) and Multiple Subject Credential Program (MSCP), most currently in the SSCP. I have also been a university supervisor for the MSCP student teaching practicum for K-8 intern teachers (formerly emergency permit) and bilingual candidates in urban schools. The list of courses taught is in the “Teaching” category.
With regard to grant experience, I was Principal Investigator of the five-year federal-funded grant, Secondary Teacher Education for English Learner Integration (STEELI, 2007-12). Seventy-five (75) content faculty (tenured, tenure-track, and adjunct) across 5 colleges and 11 departments within CSULB participated in the professional development project to better prepare secondary teacher candidates for working with English language learner students in urban school contexts.
During the 2018-19 academic year, I was the interim Chair in the Teacher Education Department. In this role, I had the opportunity to advocate for full-time and part-time faculty, staff and students and work on initiatives or projects to best represent my department.
In Spring 2020, I was invited to serve as facilitator-mentor for the Faculty Success Group (the department chair is the faculty's primary mentor). This fall, eighteen lecturer and tenure-track faculty, in their first five years with the College of Education, are eligible for my services.
My journey in the academy has led me from assistant professorship to full professorship. It has been a tremendously rich, substantive and meaningful. In spring 2020, I transitioned from a full-time workload to the Faculty Early Retirement Program at 50% and to 25% in Fall 2022.
- EDSE 435: Intercultural Education in U.S. Secondary Schools (secondary teacher candidates)
- EDSE 436: Curriculum, Instruction, Assessment, and Classroom Management (secondary teacher candidates)
- EDEL 431: Cultural and Linguistic Diversity in Schools (for post-baccalaureate elementary teacher candidates)
- EDEL 300: Cultural and Linguistic Diversity in Schools (for U-Teach and ITEP elementary teacher candidates)
- EDEL 482: Student Teaching in Culturally Diverse Classrooms (K-8)
- EDEL 482B: Student Teaching in Bilingual Classrooms (K-8)
2004 University of California, Riverside, Riverside, CA Ph.D. in Education (Curriculum and Instruction)
1984 Point Loma College, Point Loma, CA, M.A., Curriculum Development and Supervision
1991 California State Department of Education, Language Development Specialist certificate (certified to teach English language development, K-12 levels)
1981 California Community College Life Credential (certified to teach English language development)
1977 San Diego State University, San Diego, CA, Multiple Subject Life Credential
1976 San Diego State University, San Diego, CA, B, Liberal Studies (with Honors), Dean’s List 1972-1976
Academic Awards and Honors
2018 Distinguished Faculty in Teaching Award, California State University, Long Beach, Campus-wide honor.
2018 Don T. Nakanishi Excellence in Mentorship Award from the AmericanEducational Research Association (REAPA Sig.): Excellence in mentoring and supporting the advancement of research on Asian Americans and/or Pacific Islanders in education
Dissertation Proposal Fellowship Grant Award, National Council of Teachers of English (NCTE), New Voices Program, 2002-2004.
Dissertation Urban Scholar Award, Institute for Urban School Improvement, Urban Scholars Program, 2000.
Nation’s 1994 Outstanding Teacher of the Year and Nation’s 1994 Outstanding Teacher in Foreign Languages and English as a Second Language, The American Teacher Awards.
My scholarly interests have been born out of my lifelong commitment to improving learning opportunities and life experiences of those with whom I interact, centering on the development of K-16 teachers’ professional identity, and mentorship of faculty in the academy via affirming, sustaining and empowering spaces.
Invited Book Chapters
Nguyen, H. T. (2018, invited book chapter) Preparing Prospective Teachers for Teacher Leadership in a Pluralistic Society (Ch. 1, pp. 1-16). The Diversity, Equity, and Social Justice Handbook for Practicing Educators: Leadership. Lanham, MD: by Roman and Littlefield.
Gomez-Zwiep, S., Benken, B., Nguyen, H. T., & Hakim-Butt, K. (2013). Bridging barriers between higher education and K-12 settings: A collaborative professional development model for improving secondary English learner instruction. In J. Nagle (Ed.), English Learner Instruction through Collaboration and Inquiry in Teacher Education (Ch. 8, pp. 137–155). Charlotte, NC: Information Age Publishing.
Peer-Reviewed and Editor-Reviewed Journal Articles
Hsieh, B. & Nguyen, H.T. (2021). Coalitional resistance: Challenging racialized and gendered oppression in teacher education. Journal of Teacher Education, 72(3), 355-367.
Hsieh, B. & Nguyen, H.T. (Summer, 2020). Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. Journal of Diversity in Higher Education, 13(2), 169-180.
Nguyen, H.T. (Spring, 2020). Designing meaningful learning experiences for Vietnamese American students (invited article, editor-reviewed). National Association for Bilingual Education, 44(1), 15-17.
Seward, T. & Nguyen, H. T. (2019). The digital imperative in the 21st century classroom: Rethinking the reciprocity of collaboration. Issues in Teacher Education, 80-98.
Hsieh, B., & Nguyen, H. T. (2015, Winter). Co-teaching, co-leading, co-learning: Reflection on the co-teaching model in practicum. Teaching and Learning in Higher Education, 14. Available at http://teachingandlearningtogether.blogs.brynmawr.edu.
Nguyen, H. T., Benken, B., & Zwiep, S., Hakim-Butt, K. (2013). Teaching and learning in higher education: Enhancing faculty’s preparation of prospective secondary teacher candidates for instructing English language learners. International Journal of Teaching and Learning in Higher Education, 25(3), 305-315.
Nguyen, H. T. & Watanabe, M. (September, 2013). Using visual supports to teach English language learners in physical education. Journal of Physical Education, Recreation & Dance, 84(8), pp. 46-53.
Nguyen, H. T. & Cortes, M. (October, 2013). Teaching mathematics to ELLs practical research-based methods and strategies, Childhood Education: Focus on Middle School, 89(6), 392-395.
Nguyen, H. T. (Winter, 2012). Culturally and linguistically diverse students with giftedness: How teachers and parents can support their academic and social needs. Multicultural Education, 19(2), 10-17.
Nguyen, H. T. (Spring, 2012). General education and special education teachers collaborate to support English language learners with learning disabilities. Issues in Teacher Education, 21(1), 127-152.
Nguyen, H. T. (November, 2012). What role do race, ethnicity, language and gender play in the teaching profession? Race, Ethnicity and Education, 15(5), 653-681.
Colburn, A., & Nguyen, H. T. (2012). Every word you speak: Helping English language learners swim in the science language stream. The Science Teacher, 79(4), 58-61.
Galvan, C., Nguyen, H. T., & Williams, E. (Spring, 2011). Teaching and assessing English language learners in physical education. California Association for Health, Physical Education, Recreation and Dance, 73(3), 48-51.
Nguyen, H. T. (2009). An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers, and college supervisors? Journal of Teaching and Teacher Education, 25(5), 655-662.
Nguyen, H. T. (April, 2008). Conceptions of teaching by five Vietnamese American pre-service teachers. Journal of Language, Identity & Education, 7(2), 113 -136.
Nguyen, H. T. (Fall, 2007). Educating Vietnamese American students. Multicultural Education, 15(1), 23-26.
Hsieh, B. & Nguyen, H.T. (2019, April). Space to Blossom: Fostering Holistic Successes and Reclaiming Our Right to Thrive Through Identity-Informed Mentoring. American Educational Research Association, Division K: Teaching and Teacher Education (Section 3). Paper presented at the American Educational Research Association Meeting, Toronto, Canada.
Hsieh, B. & Nguyen, H.T. (2018, April). The Dreams, Possibilities, and Necessity of Identity-Informed Mentoring to Support Teacher Educator Acculturation. Paper presented at the American Educational Research Association Meeting, Division K, New York, NY.
Hsieh, B. & Nguyen, H.T. (2017, October). Diversity Starts with Us: Supporting Teacher Educators of Color through Identity-Informed Mentoring. Paper presented at the California Council for Teacher Education fall conference, San Diego, CA.
Seward, T. & Nguyen, H. T. (2016, October). Reciprocity of Collaboration in the 21st Century Classroom. California Council on Teacher Education fall conference, San Diego, CA.
Hsieh, B. & Nguyen, H. T. (2016, October). Exploring Mutuality as a Dynamic in Faculty Mentoring. California Council on Teacher Education fall conference (CCTE), San Diego, CA.
Nguyen, H. T., Villanueva, S., & Dang, H. Q. (2016, June). Community-School-University Partnerships and Dual Immersion English-Vietnamese Education. California Association for Asian and Pacific American Education (CAAPAE), CSU Northridge, CA.
Nguyen, H. T. & Hsieh., B. (2015, April). Reciprocity of a Mentor-Mentee Teacher Education Faculty Relationship. Paper presentation, American Educational Research Association annual conference, Chicago, IL.
Nguyen, H. T. & Rovetta, L. (2015, April). Language, Culture, and Heritage Shape Teachers’ Personal-Professional Identities. Poster presenteation, American Educational Research Association annual conference, Chicago, IL.
Nguyen, H.T. & Hankins, C. (2015, October). Making the Western Expansion Come Alive for English Language Learners. Paper presented at the California Council for Teacher Education fall conference, San Diego, CA.
York, A. & Nguyen, H. T. (2015, October). Joyful Chemistry: Adding the Element of Fun Through Project Based-Learning and Cross-Curricular Learning. Paper presented at the California Council for Teacher Education fall conference, San Diego, CA.
Nguyen, H. T., Rovetta, L., & Yeng, S. (2014, October). Examining the Role of Language, Culture, and Heritage in Shaping Teachers’ Personal-Professional Identities. Poster presentation, CCTE fall conference, San Diego, CA.
Nguyen, H. T. (2014, April). New Teaching and Learning Spaces: Becoming a Transformative Leader. Paper presentation, CCTE spring conference, San Jose, CA.
Nguyen, H. T. & Hsieh., B. (2014, April). Co-Teaching Partnerships: New Teaching and Learning Spaces. Paper presentation, CCTE spring conference, San Jose, CA.
Nguyen, H.T., & Ratanasiripong, P. (2013, November). Biofeedback intervention program to reduce stress and anxiety among secondary candidates in a teacher education program. Paper presentation, CCTE fall conference, San Diego, CA.
Hsieh, B. & Nguyen, H.T. (2013, November) Erasing the Shadows, Embracing the Light: Re/visioning Multicultural Education, Paper presentation, Association for Multicultural Education Annual Conference (NAME), Oakland, CA.
Hsieh, B. & Nguyen, H.T. (2013, November) Regenerating the Field through Co-Teaching Partnerships: Reflections and Recommendations. Paper presentation, California CCTE fall conference, San Diego, CA.
To, S. & Nguyen, H.T., & Ratanasiripong, P. (2013, November). Regenerating the field by exploring race and white privilege in educational contexts. Paper presentation, CCTE fall conference, San Diego, CA.
Galvan, C. & Nguyen, H.T. (2013, November). Implementing the responsibility model to create a bully-free environment: Implications for the classroom and beyond. Poster presentation, CCTE fall conference, San Diego, CA.
Nguyen, H. T., Benken, B., Gomez-Zwiep, S., Hakim-Butt, K. (2013, April). Professional development in higher education: Enhancing faculty’s preparation of secondary teacher candidates for instructing English language learners. Round table presentation, AERA annual conference, San Francisco, CA.
Nguyen, H. T., & Cortes, M. (2012, October). Enhancing mathematics instruction for long-term English language learners in secondary schools. Poster presentation, CCTE fall conference, San Diego, CA.
Nguyen, H. T., & Watanabe, M. (2012, October). General and special education teacher collaboration in physical education: Ensuring success for English language learners with and without learning disabilities. Poster presentation, CCTE fall conference, San Diego, CA.
Nguyen, H. T., Benken, B., Gomez-Zwiep, S., Hakim-Butt, K. (2012, January). A professional development model for content faculty to effectively meet the needs of English language learners. Paper (and Conference Proceedings) presentation, Hawaii International Conference on Education conference, HI.
Nguyen, H.T., & O’Brien, J. J. (2011, October). Proposed model of professional dispositions in cross-cultural contexts. Paper presentation, Comparative & International Education Society (West) conference. Palo Alto, CA.
Gomez-Zwiep, S., Nguyen, H.T., Benken, B., Hakim-Butt, K. (2011, April). Addressing the needs of English language learners through professional development for content faculty and secondary candidates within a university-wide program. Poster presentation, AERA annual conference, New Orleans, LA.
Nguyen, H. T. & Masunaga (2010, October). Student perceptions of English skills development at a leading agricultural university in Vietnam. Paper presentation, Comparative and International Society (CIES) Western Regional conference, CSULB campus, Long Beach, CA.
Benken, B., Gomez-Zwiep, S., Hakim-Butt, K. & Nguyen, H. T. (2010, October). Preparing secondary teachers for a changing world: Using content-specific strategies and observations in courses on instructing English language learners. Paper presentation, CCTE fall conference, San Diego, CA.
Benken, B., Gomez-Zwiep, S., Nguyen, H. T., Hakim-Butt, K. (2010, May). Preparing secondary teachers to educate English language learners: The necessity for content-specific strategies and observations. Paper presentation, AERA annual conference, Denver, CO.
Nguyen, H. T., Hakim-Butt, K., Benken, B., Gomez-Zwiep, S., (2009, April). Professional development in higher education: Enhancing teacher education for English language learners’ success. Roundtable presentation, AERA annual conference, San Diego, CA.
Nguyen, H. T. (2009, June). The critical role of socio-cultural factors in the education of English language learners in California’s K-12 urban schools. Panel presentation at the K-12 Alliance/West Ed., K-8 Math and Science Staff Developer Training conference, Long Beach, CA.
Nguyen, H. T., Hakim-Butt, K. Benken, B., & Zwiep, S. (2009, April). Professional development in higher education: Enhancing teacher education programs for English language learners’ success. Round table presentation, AERA annual conference, San Diego, CA.
Gomez-Zwiep, S., Benken, B., Nguyen, H. T., & Hakim-Butt, K. (2008, October). How can teacher education programs prepare candidates to address the needs of a culturally and linguistically diverse, global community? Poster presentation, CCTE fall conference, San Diego, CA.
Nguyen, H. T. & Quynh, H. D. (2007, August). Advocating for and living harmoniously with your gifted child. Paper presentation, California Association for Asian and Pacific American Education Summer Institute, CSU Northridge, CA.
Nguyen, H. T. (2007, February). Five Vietnamese American teachers conceptualize teaching. Session moderator and paper presenter, Second Annual Conference on Community-Based Teaching and Research: Diversity in California, San Jose, CA.
Nguyen, H. T. & Lac, J. (2006, August). Mentoring: A simple way to promote Asian teacher leadership development. Panel presentation, CAAPAE Summer Institute, CSU Northridge, CA.
Nguyen, H. T., Huynh, T., Tran, J., Nguyen, T., & Hoang, E. (2006, August). Through the eyes of the student teacher: It’s more than just the experience. Panel presentation, CAAPAE Summer Institute, CSU Northridge, CA.
Nguyen, H. T. (2006, January). Respect in the context of teaching: Case study of five Vietnamese American pre-service teachers. Poster session presentation, Hawaii International Conference on Education, Hawaii, HI.
Nguyen, H. T. (2005, August). Respect: earned or unconditional? Five Vietnamese American pre-service teachers conceptualize teaching. Paper presentation, CAAPAE Summer Institute, CSU Northridge, CA.
Nguyen, H.T. (2004, April). What shapes the development of five foreign-born Vietnamese American pre-service teachers? Paper presentation, AERA annual conference, San Diego, CA.
Nguyen, H. T. (2003, November). Why so few Vietnamese American teachers in teaching? Paper presentation, National Council of Teachers of English (NCTE) winter conference, New Voices Program, U.C. Berkeley, CA.
University Service
2018-19 Member (alternate), University Mini Grants Summer Stipends Committee
2013-16 Member (re-elected), Curriculum and Educational Policies Council (CEPC) Committee
2010-13 Member, CEPC
2012-13 Chair, Teacher Preparation (Advisory body to Academic Senate and subordinate to CEPC Committee)
2011-12 Member, Teacher Preparation (Advisory body to Academic Senate and subordinate to CEPC Committee)
2010-11 Member, Program Assessment and Review Council (PARC)
2006 Member, University Social Forecast on Increasing Diversity in Teaching
2004-12 Recruiter of under-represented students to teaching
2004-12 Recruiter of Math and Science Initiative candidates
1998-2003 Member, The Long Beach K-16 Seamless Partnership between CSULB, Long Beach City College, and Long Beach Unified School District
College Service
2018-19 Member, Professional Review Committee
2017-19 Member Elect, Retention, Tenure, and Promotion (RTP) Committee
2017, Spring Member Elect (replaced a colleague), RTP Committee
2016-18 Member, Committee on Endowments
2015--16 Chair, Faculty Council
2014-16 Chair, Planning and Policy, Sub-Committee of Faculty Council
2014-15 Member, Faculty Council
2014-2018 Member, Committee on Endowments (VMJ)
2014-15 Member, Professional Review Committee
2010-13 Member, Closing the Achievement Gap (CCAG) Committee (CED dean’s initiative)
2011-13 Member, Veffie Milstead Jones Endowment Committee
2010-12 Member, Nominations and Elections Committee
2008-10 Member, Student Affairs Committee (formerly Scholarship Committee)
2008-10 Member, Nominations and Elections Committee
2004-06 Member, Scholarship Committee
Department Service
2015-date Course Lead, EDSE 435 Intercultural Education in U.S. Secondary Schools)
2014-date Area Coordinator, EDEL 431 (Cultural and Linguistic Diversity) course. Revised standard course outline, student learning outcomes, and assignments submitted to the Department Curriculum Committee
2004- date Course Equivalency Evaluator, EDSE 435 and EDEL 431
2010-13 Chair, Admissions and Standards Committee
2012 Member, Search Committee, tenure-track Secondary Reading position (EDSE 457), Single Subject Credential Program
2009-10 Chair, Chancellor’s Implementation Improvement and Accountability Plan (English language learners)
2004-10 Member, Admissions and Standards Committee
2005-08 Chair, Ad Hoc Lottery Committee (for faculty travel awards)
2004-07 Member, Curriculum Committee
2004-07 Member, Fieldwork Experiences Committee (initial credential program)
Professional Journal Reviewer
- Teaching and Teacher Education
- Multicultural Perspectives
- Oxford Bibliographies in Education
- Sociology of Race and Ethnicity
2010-date Mentor, Tenure-Track faculty, Multiple and Single Subject Credential Programs
2004-date Mentor, Adjunct faculty, Multiple and Single Subject Credential Programs
2005- 08 Member, California Commission on Teacher Credentialing Bilingual Certification Advisory Work Group
2007 President-Elect, California Association for Asian and Pacific American Education
2004-07 Secretary, California Association for Asian and Pacific American Education
2007 Panelist, CCTC/National Evaluation Systems (NES) Validity Study Advisory Panel
2004-07 Secretary, California Association for Asian and Pacific American Education
2005-06 Member, California Commission on Teacher Credentialing
2003 Member, The Long Beach Education Partnership, Campus Compact site
Aaron Berro Krugman, Marriage and Family Therapy, 2012
Sandy to, Marriage and Family Therapy, 2012
Will Thai, Student Development in Higher Education, 2014
Jacqueline Paredes, Social and Cultural Analysis in Education, 2017
Mathew Kaiser Gonzales, Student Development in Higher Education, 2018
