Huiyu Lin, PhD
About
Degrees
- Bio
Huiyu Lin, Ph.D. is a Field Supervisor at the University of Washington Tacoma and Teaching Associate at the University of Washington Seattle. Dr. Lin earned her degree in Learning Sciences and Human Development at the College of Education at the University of Washington. Her work focuses on multilingual and multicultural education, Indigenous language reclamation, and justice-oriented teaching practices. She has taught in K-12, higher education, and community-based settings across Taiwan, Alaska, and PNW. She is passionate about creating inclusive and culturally sustaining learning spaces that uplift students’ identities and voices.
- Teaching
EDUC 251 Seeking Educational Equity and Diversity
ECFS 403 Early Childhood and Family Studies Major Core Pathway Senior Capstone
ECE/ECFS 402 Social Policy in Early Care and Education / Social Policy and Young Children and Families
ECE 401/ECFS 401 Research in Early Care and Education / Understanding Early Childhood and Family Studies Research
ECFS 303 Exploring the Landscape of The Early Learning
ECFS 330 Creative Thinking and Expression in Early Childhood Development and Learning
EDUC 280 Introduction to Education, Communities, and Organizations: Re-Envisioning Education
Lin, H.; Kabala’an, N.; Li, H. -J, and Gao Fang, P. -Y. (Under Review). Reviving Indigenous Voices: Decolonizing Taiwan’s Bilingual Education for Cultural and Linguistic Sustainability. Navigating Taiwan’s Bilingual Education Reform and Sustainability Movement through a Glocalization Lens. De Gruyter Brill.
Li, H. -J.; Lin, H.; and Tu, Y. -P. (Under Review). Three Stories of Language, Learning, and Teaching: Sustaining Multilingual Futures and Fluid Identities across Taiwan and the U.S. TESOL International Bilingual-Multilingual Interest Section (B-MEIS) biannual newsletter. Multilingualism and Sustainability
Hou, Y. -H., Kabala’an, N., and Lin, H. (2024). Indigenous Language Education in Taiwan: From Language Preservation to Community-Based Learning. Taiwan Insight. Retrieve from: https://taiwaninsight.org/2024/03/25/indigenous-language-education-in-taiwan-from-language-preservation-to-community-based-learning/
Frey, K. S., Lin, H., Nguyen, H., & Onyewuenyi, A. C. (2023). Gratitude for Bystander Action Varies by Peer Intervention and Social Norms. School Psychology Review, 1–7. https://doi.org/10.1080/2372966X.2023.2236008