Lee L. Jacks Professor of Education, Stanford University
Kenji Hakuta is the Lee L. Jacks Professor of Education at Stanford University. He has been at Stanford since 1989, except for three years when he left to serve the new University of California at Merced as its Founding Dean of the School of Social Sciences, Humanities and Arts. He received his Ph.D. in Experimental Psychology from Harvard University, and began his career as a developmental psycholinguist at Yale University. He is the author of many research papers and books on language, bilingualism and education, including Mirror of Language: The Debate on Bilingualism. Hakuta is active in education policy. He has testified to Congress and courts on language policy, the education of language minority students, affirmative action in higher education, and improvement of quality in educational research.
Lecturer in the Stanford Graduate School of Education
Sara Rutherford-Quach is the Director of Academic Programs & Research for Understanding Language and a Lecturer in the Stanford Graduate School of Education. A former bilingual elementary teacher, Sara has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.
Senior Researcher in the Stanford Graduate School of Education
Jeff Zwiers is a senior researcher at the Stanford Graduate School of Education and director of professional development for the Understanding Language Initiative, a research and professional learning project focused on improving the education of academic English learners. He has consulted for national and international teacher development projects and has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on improving professional learning models and developing classroom instruction that fosters high-quality oral language and constructive conversations across disciplines.