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Share your background and why it is important to you to earn your bilingual authorization.
I grew up in a single-parent home in China’s deaf community, the first in my family to attend university, and those early years navigating communication challenges really shaped who I am. At sixteen, I started Sunflower, a high school student organization in Xiamen, China, to tutor underprivileged kids—some with mild hearing issues, others left with grandparents because their parents moved to cities for work. Watching those children light up as education opened doors for them, especially with language support, sparked something in me. It showed me how powerful bilingual approaches could be, and that’s when I knew I wanted to make a difference.
That drive led me to a BA in Translation at the University of International Business and Economics and an MA in English Interpreting at Xiamen University, where I explored several languages, including Mandarin, English, Taiwanese, and Sign Language accessibility.
My teaching path took me to Xiamen Foreign Language School, where I taught Mandarin and English to a mix of students, including Han and Uyghur backgrounds, and even won a citywide teaching award for my inclusive style.
Now, as a student teacher at William Land Elementary in Sacramento, I’m co-teaching in Mandarin Immersion Programs, seeing how bilingual education helps kids connect and grow. Earning my Bilingual Authorization (BCLAD) through UC Davis feels essential—it’ll give me the official tools to teach in both languages, bridging gaps for diverse learners. For me, it’s about building on those Sunflower days to create equitable classrooms where every student, especially those from underrepresented backgrounds, can thrive.
How do you hope that your bilingual authorization will help the next generation of students?
My Bilingual Authorization (BCLAD) in Mandarin will empower me to create inclusive, culturally responsive classrooms where the next generation of students—particularly English learners and those from diverse backgrounds—can thrive. At William Land Elementary, I’ve seen how Mandarin Immersion Program (MIP) students flourish when taught in their native language while acquiring English, fostering both academic success and cultural pride. For example, I’ve used bilingual resources and EdTech tools like Arch Chinese and Google Classroom to support a 3rd-grader with limited English proficiency, helping her excel in math while building confidence in ELA through Mandarin scaffolding.
With this authorization, I hope to replicate and scale such impact, ensuring students maintain their heritage language while mastering English, which is critical for their academic and social integration. As a future elementary teacher, I aim to integrate culturally rich pedagogies— like those I developed for Uyghur students at Xiamen Foreign Language School—into California’s diverse classrooms, fostering empathy and cross-cultural understanding. By combining my trilingual skills (Mandarin, Taiwanese, English) with BCLAD training, I’ll advocate for educational equity, helping students from immigrant families feel seen and valued, ultimately preparing them to succeed in a globalized world.
Is there anything specific you would like to share for this story or feel is important to add?
I’d love to share more about my leadership journey, which has deepened my commitment to bilingual education. As Deputy Head of the Public Relations Division at the University of International Business and Economics (UIBE), I collaborated with teams to secure sponsorships from companies like JD and Air China, organizing events like the Campus English Singing Competition. This role honed my ability to connect diverse groups, a skill I now bring to fostering inclusive classrooms. Additionally, my freelance work as an English-Chinese interpreter supporting international forums sharpened my cross-cultural communication, which I now apply in the classroom to connect with diverse families during school-parent meetings.
A standout experience was leading the “Zai YOUNG” project, which won first prize in the National “Internet+” Innovation & Entrepreneurship Competition in China. I developed a WeChat mini-app with dialect-based games to promote the Minnan dialect (Taiwanese), collaborating with linguists and tech experts to preserve this cultural heritage amid globalization. This initiative taught me how innovation can revitalize language learning, a passion I’m eager to apply to bilingual education.
I’m also passionate about EdTech’s role in bilingual education. At William Land Elementary, I use tools like Prodigy, Blooket, Gimkit, Arch Chinese, Padlet and Canva to make learning interactive for MIP students. While my teaching and tutoring background laid the foundation, these experiences highlight my broader vision: using leadership, language skills, tech innovation and creativity to empower students through bilingual authorization. I believe this multifaceted approach will inspire a new generation to embrace their linguistic roots while thriving in a global context.
I grew up in a single-parent home in China’s deaf community, the first in my family to attend university, and those early years navigating communication challenges really shaped who I am. At sixteen, I started Sunflower, a high school student organization in Xiamen, China, to tutor underprivileged kids—some with mild hearing issues, others left with grandparents because their parents moved to cities for work. Watching those children light up as education opened doors for them, especially with language support, sparked something in me. It showed me how powerful bilingual approaches could be, and that’s when I knew I wanted to make a difference.
That drive led me to a BA in Translation at the University of International Business and Economics and an MA in English Interpreting at Xiamen University, where I explored several languages, including Mandarin, English, Taiwanese, and Sign Language accessibility.
My teaching path took me to Xiamen Foreign Language School, where I taught Mandarin and English to a mix of students, including Han and Uyghur backgrounds, and even won a citywide teaching award for my inclusive style.
Now, as a student teacher at William Land Elementary in Sacramento, I’m co-teaching in Mandarin Immersion Programs, seeing how bilingual education helps kids connect and grow. Earning my Bilingual Authorization (BCLAD) through UC Davis feels essential—it’ll give me the official tools to teach in both languages, bridging gaps for diverse learners. For me, it’s about building on those Sunflower days to create equitable classrooms where every student, especially those from underrepresented backgrounds, can thrive.
How do you hope that your bilingual authorization will help the next generation of students?
My Bilingual Authorization (BCLAD) in Mandarin will empower me to create inclusive, culturally responsive classrooms where the next generation of students—particularly English learners and those from diverse backgrounds—can thrive. At William Land Elementary, I’ve seen how Mandarin Immersion Program (MIP) students flourish when taught in their native language while acquiring English, fostering both academic success and cultural pride. For example, I’ve used bilingual resources and EdTech tools like Arch Chinese and Google Classroom to support a 3rd-grader with limited English proficiency, helping her excel in math while building confidence in ELA through Mandarin scaffolding.
With this authorization, I hope to replicate and scale such impact, ensuring students maintain their heritage language while mastering English, which is critical for their academic and social integration. As a future elementary teacher, I aim to integrate culturally rich pedagogies— like those I developed for Uyghur students at Xiamen Foreign Language School—into California’s diverse classrooms, fostering empathy and cross-cultural understanding. By combining my trilingual skills (Mandarin, Taiwanese, English) with BCLAD training, I’ll advocate for educational equity, helping students from immigrant families feel seen and valued, ultimately preparing them to succeed in a globalized world.
Is there anything specific you would like to share for this story or feel is important to add?
I’d love to share more about my leadership journey, which has deepened my commitment to bilingual education. As Deputy Head of the Public Relations Division at the University of International Business and Economics (UIBE), I collaborated with teams to secure sponsorships from companies like JD and Air China, organizing events like the Campus English Singing Competition. This role honed my ability to connect diverse groups, a skill I now bring to fostering inclusive classrooms. Additionally, my freelance work as an English-Chinese interpreter supporting international forums sharpened my cross-cultural communication, which I now apply in the classroom to connect with diverse families during school-parent meetings.
A standout experience was leading the “Zai YOUNG” project, which won first prize in the National “Internet+” Innovation & Entrepreneurship Competition in China. I developed a WeChat mini-app with dialect-based games to promote the Minnan dialect (Taiwanese), collaborating with linguists and tech experts to preserve this cultural heritage amid globalization. This initiative taught me how innovation can revitalize language learning, a passion I’m eager to apply to bilingual education.
I’m also passionate about EdTech’s role in bilingual education. At William Land Elementary, I use tools like Prodigy, Blooket, Gimkit, Arch Chinese, Padlet and Canva to make learning interactive for MIP students. While my teaching and tutoring background laid the foundation, these experiences highlight my broader vision: using leadership, language skills, tech innovation and creativity to empower students through bilingual authorization. I believe this multifaceted approach will inspire a new generation to embrace their linguistic roots while thriving in a global context.
Updated April 01, 2025