Terrence G. Wiley, PhD

President and Chief Executive Officer, October 2010 - May 2017

Dr. Terrence G. Wiley is President and Chief Executive Officer of the Center for Applied Linguistics in Washington, DC, and he serves as Special Professor, Department of Teaching and Learning, Policy and Leadership and Graduate School, University of Maryland, College Park, MD. He is also Professor Emeritus at Arizona State University, where he served as Executive Dean of the Mary Lou Fulton Institute and Graduate School of Education and Director of the Division of Educational Leadership & Policy Studies. He has also served as a Visiting Professor in the School of Foreign Languages for Renmin (Peoples’) University of China’s International Programs.

Dr. Wiley’s teaching and research have focused on educational and applied linguistics, concentrating on educational language policies; language diversity and immigrant integration; teaching English as a second and international language; bilingualism, literacy and biliteracy studies; and bilingual, heritage and community language education. He received his Ph.D. from the University of Southern California in Education with an emphasis in Linguistics, has two Master’s degrees, in Linguistics and Asian Studies, and a B.A. in History. He has won numerous awards for scholarship, teaching, and service, including the American Association for Applied Linguistics (AAAL) Distinguished Scholarship and Service Award.

Dr. Wiley’s scholarly articles and reviews have appeared in the Modern Language Journal, the TESOL Quarterly, Language in Society, the International Journal of Sociology of Language, Critical Inquiry in Language Studies, the International Journal of Bilingual Education and Bilingualism, the Bilingual Research Journal, Educational Policy, and Teachers College Record.

Among his books are: Handbook of Heritage, Community, and Native American Languages: Research, Policy, and Practice (co-editor, Routledge, 2014). (co-editor, 2009, Multilingual Matters), Literacy and Language Diversity in the United States, 2nd Ed (author, 2005, Center for Applied Linguistics), Ebonics in the Urban Education Debate, 2nd Ed (co-editor, 2005, Multilingual Matters). Dr. Wiley has also published numerous chapters in volumes published by Cambridge and Oxford university presses, Blackwell, Taylor and Francis, Routledge, Sage, John Wiley & Sons, Lawrence Erlbaum, John Benjamins, Mouton, UNESCO, the University of Hawaii Press, and Multilingual Matters.

Dr. Wiley's editorial service includes co-founding and co-editing the Journal of Language, Identity and Education (Routledge, Taylor & Francis),and the International Multilingual Research Journal (Routledge, Taylor & Francis), co-editing the International Journal of the Sociology of Language and Bilingual Research Journal, and, most recently, AERA’s Review of Research in Education, Vol. 38,“Language Policy, Politics, and Diversity in Education” (2014). He has also served on numerous editorial boards, including the TESOL Quarterly, the International Journal of Bilingual Education and Bilingualism, Current Issues in Language Planning, and Language Policy.

Dr. Wiley’s research collaborations have included projects with UCLA’s National Heritage Language Resource Center; ASU’s Confucius Institute in partnership with Sichuan University; and UCLA’s Civil Rights Project.

In addition to his work in China, Dr. Wiley has conducted visiting professorships and lectured at universities in Africa, East and South Asia, Europe and the UK, North, South, and Central America, Australia, and New Zealand. He is also organizer of the international Language Policy Research Network of AILA (Association Internationale de la Linguistique Appliquée). 


Language Policy Research Network (LPReN)

The Center for Applied Linguistics manages the Language Policy Research Network (LPReN), an international organization of researchers, scholars, and stakeholders in the field of language policy.


CAL Series on Language Education

This series provides accessible, high-quality, research-based resources and serves to inform teachers' classroom practice, enhance teacher education, and build the background knowledge of undergraduate and graduate students in applied linguistics and other language-related fields.

Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice

Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice

This timely and comprehensive publication provides a state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, providing a foundational perspective on how these languages are learned and used in a variety of contexts and outlining the importance of drawing on these languages as valuable national resources.