Agnes Weiyun He is Professor of Applied Linguistics and Asian Studies and Founding Director of the Center for Multilingual and Intercultural Communication (MIC) at SUNY-Stony Brook University. She received her B.A. in English from Beijing Foreign Studies University, Diploma-in-Education from National Institute of Education in Singapore, M.A. in English as a Second Language from University of Arizona, and Ph.D. in Applied Linguistics from UCLA.
Much of Professor He’s research has been devoted to the study of how language use is intricately motivated by contextual and co-textual contingencies and how everyday human interaction (re)constructs identities, communities and cultures on a moment-by-moment basis. In the last decade, she has focused on the socialization of Chinese as a heritage language across different times and different settings. Her work has been supported by Spencer Foundation, National Academy of Education, US Department of Education, and more recently, John Simon Guggenheim Foundation.
Professor He’s 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 has also served as Director of China Studies (2004-2007), Director of Undergraduate Studies (2007-2011) and Chair of graduate program committee (2012-present). Occasionally she also teaches senior seminar on qualitative research methods and global studies seminar on heritage languages in the U.S.
Professor He has published extensively in the areas of discourse linguistics and educational linguistics. She currently serves on the editorial board of Discourse Processes, Chinese Language and Discourse, and The Modern Language Journal.
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 Book Chapters
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. (in press). Literacy, creativity, and continuity: A language socialization perspective on heritage language classroom interaction. In Numa Markee (ed.) Handbook of Classroom Interaction, Wiley-Blackwell.
He, A.W. (2014). Identity construction throughout the life cycle. In T. Wiley, J. K. Peyton, D. Christian, S. Moore & N. Liu (eds.), Handbook of Heritage and Community Languages in the United States: Research, Educational Practice, and Policy (pp. 324-332). New York: Routledge.
He, A. W. (2013). The painted word: translingual practices within turn-constructional-units. In Zhuo Jing-Schmidt (ed.), Increased Empiricism (pp. 127-146). John Benjamins
He, A. W. (2012). “Do I really have to?”: the give-and-take of deontic meaning in Chinese. In Daniel Kadar & Yuling Pan (eds.), Chinese Discourse and Interaction (pp.68-87). London: Equinox.
He, A. W. (2011). Heritage language socialization. In A. Duranti, E. Ochs & 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. (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. (2005). Discipline, directives, and deletions: grammar and interaction in Chinese heritage language classes. In C. Holten & J. Frodesen (eds.) The power of context in language teaching and learning: a Festschrift for Marianne Celce-Murcia (pp. 115-126). Boston: Thomson Heinle.
He, A. W. (2003). Novices and their speech roles in Chinese heritage language classes. In R. Baley & 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 & B. Rymes (eds.) Linguistic anthropology of education (pp. 93-119). Westport, CT and London: Praeger.
He, A. W. (2000). Discourse analysis. In M. Aronoff & J. Rees-Miller (eds.) The Handbook of Linguistics (pp. 428-445). Oxford: Blackwell.
Selected Journal Articles
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. (2011). The role of repair in modulating modal stances in Chinese discourse. Chinese Language and Discourse 2(1): 1-22.
He, A. W. (2010). Socio-cultural dimensions of heritage language learning. Annual Review of Applied Linguistics 30: 66-82.
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. (2004). Identity construction in Chinese heritage language classes. Pragmatics, 14(2/3): 199-216.
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. & 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. (1993). Exploring modality in institutional interactions: cases from academic counseling encounters. TEXT, 13(4), 503-528.
He, A. W. (1993). 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.