Agnes Weiyun He is Professor of Applied Linguistics and Asian Studies. Her regular course offerings include intercultural communication, structure of Mandarin Chinese, and Chinese language and culture in the Department of Asian and Asian American Studies, where she also served as Director of China Studies (2004-2007) and Director of Undergraduate Studies (2007-2011). Occasionally she also teaches senior seminar on qualitative research methods and global studies seminar on heritage languages in the U.S.
Professor Agnes Weiyun He received her B.A. in English from the Beijing Foreign Languages Institute (now Beijing Foreign Studies University), Diploma-in-Education from the National Institute of Education in Singapore, M.A. in English as a Second Language from the University of Arizona, and Ph.D. in Applied Linguistics from UCLA. Prior to joining the faculty at Stony Brook University, she taught in the Department of Linguistics at Southern Illinois University for three years.
Professor He’s research interests are centered on discourse linguistics and (heritage) language development. She has published three research monographs and over forty research articles in edited volumes and refereed journals.
Professor Agnes Weiyun He is a 2011-2012 Guggenheim Fellow and a 1999-2001 National Academy of Education/Spencer Postdoctoral Fellow. In 2007-2009, she was co-PI of a federal Title VI grant in support of the development of an initial certification program in the teaching of Asian languages at Stony Brook University.
Professor He has served as a consultant, advisor, and evaluator for a number of public and private funded projects dedicated to the improvement of global language education at regional, state and national levels. She is also an editorial board member for Discourse Processes, Chinese Language and Discourse, Journal of Language, Identity and Education and The Modern Language Journal.
Professor He is a native speaker of Mandarin Chinese and the Shanghai dialect and has a modest reading knowledge of French.
He, Agnes Weiyun & Xiao, Yun. (Eds.) (2008). Chinese as a Heritage Language: Fostering Rooted World Citizenry. Honolulu: University of Hawaii Press.
He, Agnes Weiyun. (1998). Reconstructing Institutions: Language Use in Academic Counseling Encounters. Greenwich, CT and London, UK: Greenwood.
Young, Richard & He, Agnes Weiyun. (Eds.) (1998). Talking and Testing: Discourse Approaches to the Assessment of Oral Language Proficiency. Philadelphia: Benjamins.
Selected Journal Articles / Book Chapters
He, A. W. (in press). Identity construction throughout the life cycle. In Terrence Wiley et al. (eds.), Handbook of Heritage and Community Languages in the United States: Research, Educational Practice, and Policy. Routledge.
He, A. W. (in press). Chinese as a heritage language. In William Wang & Chaofen Sun (eds.), Oxford Handbook of Chinese Linguistics. Oxford University Press.
He, A. W. (2013). The wor(l)d is a collage: multi-performance by Chinese heritage language speakers. The Modern Language Journal 97(2): 304-317.
He, A. W. (2012). “Do I really have to?”: the give-and-take of deontic meaning in Chinese. In Daniel Kadar and Yuling Pan (eds.), Chinese Discourse and Interaction (pp.68-87). London: Equinox.
He, A. W. (2011). The role of repair in modulating modal stances in Chinese discourse. Chinese Language and Discourse 2(1): 1-22.
He, A. W. (2011). Heritage language socialization. In A. Duranti, E. Ochs and B. Schieffelin (eds.) The Handbook of Language Socialization (pp. 587-609). Oxford: Blackwell.
He, A. W. (2011). Language socialization. In J. Simpson (ed.) Routledge Handbook of Applied Linguistics (pp. 287-302). New York: Routledge.
He, A. W. (2010). Socio-cultural dimensions of heritage language acquisition. Annual Review of Applied Linguistics 30: 66-82.
He, A. W. (2009). Sequences, Scripts, and Subject Pronouns in the Construction of Chinese Heritage Identity. In A. Reyes & A. Lo (eds.) Beyond Yellow English: Toward a Linguistic Anthropology of Asian Pacific America (pp. 366-384). New York: Oxford University Press.
He, A. W. (2008). Heritage language learning and socialization. In P. Duff & N. Hornberger (eds.), Encyclopedia of Language and Education, Volume 8: Language Socialization (pp. 201-213). New York: Springer.
He, A. W. (2006). Toward an identity-based model for the development of Chinese as a heritage language. The Heritage Language Journal 4(1): 1-28.
He, A. W. (2004). CA for SLA: Arguments from Chinese language classes. The Modern Language Journal, 88(4):568-582.
He, A. W. (2003). Novices and their speech roles in Chinese heritage language classes. In R. Baley and S. Schecter (eds.) Language socialization in bilingual and multilingual societies (pp. 128-146). Clevedon: Multilingual Matters.
He, A. W. (2003). Linguistic anthropology and language education. In S. Wortham and B. Rymes (eds.) Linguistic anthropology of education (pp. 93-119). Westport, CT and London: Praeger.
He, A. W. (2001). The language of ambiguity: practices in Chinese heritage language classes. Discourse Studies, 3(1): 75-96.
Chen, Y. & He, A. W. (2001). Dui bu dui as a pragmatic marker: evidence from Chinese classroom discourse. Journal of Pragmatics 33:1441-1465.
He, A. W. (2000). Grammatical and sequential organization of teachers' directives. Linguistics and Education 11(2):119-140.
He, A. W. (2000). Discourse analysis. In M. Aronoff and J. Rees-Miller (eds.) The Handbook of Linguistics (pp. 428-445). Oxford: Blackwell.
He, A. W. & Lindsey, B. (1998). “You know” as an information status enhancing device: arguments from grammar and interaction. Functions of Language, 5(2): 133-155.
He, A. W. & Tsoneva, S. (1998). The symbiosis of choices and control: a discourse-based account of CAN. Journal of Pragmatics, 29(5): 615-637.
He, A. W. (1996). Narrative processes and institutional activities: recipient guided storytelling in academic counseling encounters. Pragmatics, 6(2), 205-216.
He, A. W. (1996). Stories as academic counseling resources. Journal of Narrative and Life History, 6(2), 107-121.
He, A. W. (1995). Co-constructing institutional identities: the case of student counselees. Research on Language and Social Interaction, 28(3), 213-231.
He, A. W. (1994). Withholding academic advice: institutional context and discourse practice. Discourse Processes, 18(3), 297-316.
He, A. W. (1993a). Exploring modality in institutional interactions: cases from academic counseling encounters. TEXT, 13(4), 503-528.
He, A. W. (1993b). Language use in peer review texts. Language in Society, 22(3), 403-420.
Selected Plenary/Keynote Presentations
2014. “TBA”. The 2nd Conference of the American Pragmatics Association (AMPRA), October 17-19, the University of California, Los Angeles (UCLA).
2013. “Language of the Heart and Heritage: A Tangled Tale”. The Annual Meeting of the American Association for Applied Linguistics (AAAL), March 16-19, Dallas, Texas.
2012. “The wor(l)d is a collage.” Second Language Acquisition Graduate Student Symposium, April 13-14, University of Wisconsin-Madison.
2011. “Language, Heritage, and Translanguaging: the case of Chinese”. The 23rd North American Conference on Chinese Linguistics (NACCL-23). June 17-19, Eugene, Oregon.
2009. “Maintaining Mandarin as a Heritage Language.” Conference on Chinese Heritage Learners, April 2-3, Arizona State University.
2006. “Pragmatics as Teachers’ Practice.” Conference on Pragmatics in the Chinese / Japanese / Korean Classroom: The state of the art, June 5-7, University of Hawaii at Manoa.