About The Authors

Jeff Ellenbird is Professor of ELL at Bunker Hill Community College.  Originally from California, Jeff’s passion for teaching comes out of community organizing and community-based teaching in San Francisco.  He then got his Masters in TESOL at San Francisco State University and later served as a Fulbright Fellow in Chile.  Jeff started teaching at BHCC in 2015 and helped lead the 5-year AANAPISI overhaul of the ELL program.  Outside of teaching, he loves cooking, playing music, making fires on the beach, and getting around with his partner and two daughters.

Lindsay Naggie currently serves as the Interim Director of Learning Communities and has been a faculty member in the ELL Department at BHCC since 2008. She holds an M.A. in T.E.S.O.L. from Boston University and B.A. in English Literature and Secondary Education. She is a poet, print maker and returned Peace Corps volunteer. When not at work, she snowboards, swims, bicycles and hikes in Michigan, Idaho, Hawaii, Alaska and other far –flung, nature-dense corners of the world with her spouse and extended family/friends.

Maria Kathleen N. Puente earned an MA in Counseling Psychology and successfully defended her doctoral dissertation in Clinical Psychology in the Philippines. Early in her professional career, Maria engaged in teaching, research, and clinical practice.  She also managed internationally grant-funded initiatives that supported underprivileged Filipino children, families, and communities.  At Bunker Hill Community College, Maria has served in many key leadership roles as Department Chair, Interim Academic Dean, and Chief Editor of two accreditation reports. Maria finds joy in meditating regularly and is happiest when she spends time at the beach with her husband Alex and their son Francis.

Originally from Greater Boston, Alan Shute earned an M.A. in TESOL at the Monterey Institute of International Studies in California. After teaching overseas in Seoul and Barcelona, he started teaching as an adjunct at Bunker Hill Community College in 1991, eventually obtaining a full-time position as the liaison to Adult Education Transitional programs in Chinatown, which also included developing self-paced, individualized ESL courses in the Center for Self- Directed Learning.  As a full-time faculty member of the ESL (now ELL Department) since 1996, he has participated in the implementation of many grants but none as comprehensive as the AANAPISI grant. Besides teaching, he enjoys traveling, recently biking across the U.S. 

References

• AAPI Data. (2020, May 28).   Infographic on percentage of Asian Americans with limited English proficiency -- 2017. https://aapidata.com/infographic-limited-english-2-2/ 

• Bunker Hill Community College. (2015). Fifth-year interim report to the New England Association of Schools and Colleges.

• Bunker Hill Community College. (2016). Title III Part F AANAPISI proposal (2016).  

• Bunker Hill Community College Office of Institutional Research and Assessment. (2018).  ESL data sets for academic years 2011-2016.

• Hanzhang Jin, C. (2021, May 25).  Six charts that dismantle the trope of Asian Americans as a model minority.  NPR Special Series on Asian American and Pacific Islander Heritage Month.  https://www.npr.org/2021/05/25/999874296/6-charts-that-dismantle-the-trope-of-asian-americans-as-a-model-minority 

• Humphreys, D. (2021, April 29). Deploying collaborative leadership to reinvent higher education for the twenty-first century. Association of American Colleges & Universities. https://www.aacu.org/publications-research/periodicals/deploying-collaborative-leadership-reinvent-higher-education

• Maramba, D.C., & Fong, T. (2020).  Introduction.  In Maramba, D.C. and Fong, T (Eds). Transformative Practices for Minority Student Success: Accomplishments of Asian American and Native American Pacific Islander Serving Institutions (pp. 18-26).  Stylus Publishing.

• Murjani, M. (2014).  Breaking apart the model minority and perpetual foreigner stereotypes: Asian Americans and cultural capital.  The Vermont Connection, 35 (10), 75-90.

• Museus, S.D. (2013).  Asian Americans and Pacific Islanders: A portrait of growth, diversity, and inequality.  In Museus, S.D., Maramba, D.C., and Teranishi, R.T. (Eds.) The Misrepresented Minority: New Insights on Asian Americans and Pacific Islanders, and Implication for Higher Education (pp. 11-41).  Stylus Publishing.

• Shapiro, S. (2011). Stuck in the remedial rut: Confronting resistance to ESL curriculum reform. Journal of Basic Writing, 30(2), 24–52. https://doi.org/10.37514/jbw-j.2011.30.2.03 

• Suzuki, B.H. (2002).  Revisiting the model minority stereotype: Implications for student affairs practice and higher education. New Directions for College Students, 97, 21-32.

• Teranishi, R., Lok, L., & Nguyen, B.M.D. National Commission on Asian American and Pacific Islander Research in Education (2013).  iCount: A data quality movement for Asian Americans and Pacific Islanders in higher education. National Commission on Asian American and Pacific Islander Research in Education. https://files.eric.ed.gov/fulltext/ED573772.pdf

• Watanabe, P., & Lo, S. (2019). Asian Americans in Greater Boston: Building communities old and new.  In P. Ciurczak, S. Kendall, & E. Stone (Eds.), Changing faces of Boston: A report from Boston Indicators, The Boston Foundation, UMass Boston, and the UMass Donahue Institute (pp 20-29).  Boston Indicators. https://www.bostonindicators.org/-/media/indicators/boston-indicators-reports/report-files/changing-faces-2019/changing-faces-of-greater-boston.pdf

• Wu-Winiarski, M.H., Geron, K., Geron, S.M., & Hoang, A. (2020).  The Student Operation for Success Program for Asian American and American Pacific Islander students.  In Maramba, D.C. and Fong, T (Eds.), Transformative practices for minority student success: Accomplishments of Asian American and Native American Pacific Islander Serving Institutions (pp. 28-42).  Stylus Publishing.