Diane Neubauer
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Mail code: 3151Campus: West
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Dr. Diane Neubauer completed her PhD at the University of Iowa in Teaching and Learning (Foreign Language and ESL Education) in 2022. She has extensive experience with online mentoring, teacher training, and Mandarin Chinese language instruction. Prior to doctoral study, she taught Mandarin Chinese at elementary, middle, and high school levels from 2007-2017. She has been an invited presenter and trainer at STARTALK training programs since 2014. Dr. Neubauer is from the US and lived in Yunnan Province, China from 2001-2004, where she was involved in training for Chinese elementary school and English language teachers, as well as English language instruction.
Diane Neubauer 杜雁子博士，美国人，2022年毕业于美国爱荷华大学并获得二语教学博士学位。2007-2017年，杜老师曾在美国中小学担任汉语教师工作，教授对象涵盖小学、初中及高中学生。2014年以来，她曾被多次邀请为StarTalk外语教师培训导师。2001-2004年杜老师曾赴中国云南从事小学、英文教师培训工作以及英文教学工作。杜老师在线上及线下教学指导、教师培训、以及汉语教学方面有着深厚的学术积累、丰富的实践经验和独到的思考见解。
University of Iowa, PhD, 2022 (Foreign Language and ESL Education)
Trinity International University, MA, 2000 (Religion)
Wittenberg University, BA (East Asian Studies)
Classroom interaction
Chinese as an additional language
Teacher development
Teacher identity
Chinese reading and literacy
Neubauer, D. & Riggs, R. (in press). Pedagogical language play in a beginning L2
Chinese classroom. Heteroglossia and Language Play in Multilingual Speech:
Pedagogical and Theoretical Implications, De Gruyter Mouton.
Neubauer, D. (in press). Comprehension-based Chinese: A Teacher’s Guide to Instruction.
Cheng & Tsui.
Riggs, R., & Neubauer, D. (2022). Defining practice for our profession. The Word - Hawai`i
TESOL Newsletter, 31(2), 6-8.
Neubauer, D. (2021). Read-along videos for L2 Chinese learners. Journal of Technology and
Chinese Language Teaching, 12(1), 138-151.
Wesely, P. M., Vyn, R., & Neubauer, D. (2021). Teacher beliefs about instructional
approaches: Interrogating the notion of teaching methods. Language Teaching Research, 00(0), 1-23. https://doi.org/10.1177/1362168821992180
Neubauer, Diane E. (2020). L2 Chinese reading comprehension among beginning-level,
K-12 learners: A literature review. Chinese Language Teaching Methodology and
Technology: Vol. 3 : Iss. 2 , Article 4. https://engagedscholarship.csuohio.edu/cltmt/vol3/iss2/4
Vyn, R., Wesely, P. M., and Neubauer, D. (2019). Exploring the effects of foreign language
instructional practices on student proficiency development. Foreign Language
Annals (52), 45-65. https://doi.org/10.1111/flan.12382
ACTFL
CLTA (Chinese Language Teachers Association)
AERA (American Educational Research Association)
AAAL (American Association for Applied Linguistics)
ACTFL Comprehension-based Communicative Language Teaching special interest group officer, 2018-2022