Board Election

ACTFL's policy has been to alternate between president-elect candidates who work primarily in higher education and those who work primarily at the K-12 level. This year members will also select two K-12 at-large candidates and two higher education at-large candidates to serve on the Board of Directors.

Members are reminded that ACTFL has a strict “no campaigning” policy.

ACTFL has partnered with Survey & Ballot Systems (SBS) to administer the ACTFL Board election.

To assure your election-specific broadcast email arrives safely to your inbox, simply add the following email address as an approved sender: noreply@directvote.net.

For technical support (available Monday - Friday 8:00 AM - 5:00 PM Central Time, USA, excluding holidays):

• Call (952) 974-2339
• Go to the Request DirectVote Support web page
• Use chat feature on the ACTFL Board election portal at https://www.directvote.net/ACTFL/Support.aspx

President-Elect Candidates

Krishauna Hines-Gaither - Biography

Dr. Krishauna Hines-Gaither has been a member of ACTFL for the past two decades. She served on ACTFL's Bylaws Committee and is a current member of the ACTFL Board. In 2022 she co-chaired and launched ACTFL’s inaugural DEI Committee. She is the Past Chair of the Educators of African American Students SIG. Krishauna is the Vice President for Equity, Diversity and Justice at Mount Saint Mary’s University, Los Angeles.

In addition to her national service, she is also a Past President of the Foreign Language Association of North Carolina (FLANC). During her tenure as President, Krishauna collaborated with esteemed language educators and business stakeholders across the state to organize the first North Carolina Summit on Foreign Languages and Cultures. Of her leadership, FLANC Past President Peter Floyd wrote, “I was particularly grateful to Krishauna for her combination of administrative skill and visionary leadership. It’s the rarest of leaders who excels at both.”

Over a 20-year span, Krishauna has served the language profession from North Carolina to California. She was a professor of Spanish, Latin-American studies and methods. As the first in her family to graduate from college, Krishauna seeks to increase access. Some of her areas of interest are representation in world languages, antiracism and leadership development. She is excited about the opportunity to serve the next generation of leaders.

 The amalgamation of her leadership experience, passion for languages and commitment to DEI are strong foundations for her candidacy as ACTFL President. She was named the North Carolina World Language Teacher of the Year for Higher Education, and the 2024 Woman of the Year for DEI by Los Angeles County.

 Krishauna is the author of two recent books, The Antiracist World Language Classroom and Mastering Spanish through Global Debate. She is a frequent workshop facilitator, and she has served as keynote speaker to several state, regional and national world language associations.

Maya Angelou stated, “I come as one, but I stand as 10,000.” In service to ACTFL, what we can accomplish together pales in comparison to what any individual can do alone. Her leadership rests on the shoulders of all who came before her. Krishauna is ready to roll up her sleeves and get to work. With the ACTFL Board and its members by her side, she looks forward to maximizing her leadership skills and demonstrating her proven commitment to world language advocacy for all. Let’s go!

Bobby Hobgood - Biography

Dr. Bobby Hobgood is the Director of the Language Resource Center in the Department of Languages, Cultures and Translation at the University of North Carolina at Charlotte. A former high school French teacher, for the past 10 years he has supported the integration of technology by both faculty and students in the study of languages, world cultures, and translation. His areas of research focus include social justice, student success strategies, technology enhanced language learning, and creating community through diversity. He offers webinar series, book talks, and face-to-face workshops on a range of curriculum issues situated in pedagogy that engages all learners. He has taught undergraduate language methods and currently teaches Advanced Methods for Foreign Languages and Advanced Pedagogy for TESL as an online course in the Graduate School.  He also teaches French 1201 and 1202, as well as a course focused on creating inclusive classrooms for immigrant students. His latest book, How to Study a World Language: An Interactive Guidebook, reflects his mission to prepare students to become more self-directed learners of languages.

Dr. Hobgood’s accomplishments have been recognized with many awards.  He was the 2023 recipient of the ACTFL/Cengage/IALLT Postsecondary Award for Excellence in World Language Instruction Using Technology.  In 2020, he was awarded the Laura Thomas Award, awarded by the North Carolina Association on Higher Education and Disability, for his attention to accessibility in the renovation of the university’s Language Resource Center.  He was the 2017 recipient of the Educator of Excellence award for the Southern Conference on Language Teaching (SCOLT), for which he served as President. In 2016, he was awarded the Honorary Lifetime Member award by the Foreign Language Association of North Carolina where he has delivered conference presentations for 31 consecutive years. 

Dr. Hobgood is an avid member of ACTFL, previously serving on the Teacher of the Year Selection Committee, the Leadership Development Committee, and the Executive Director Search Committee. He has delivered conference presentations at the ACTFL Annual Convention for more than 10 years. 

Higher Ed Candidates

Christina Huhn - Biography

Dr. Huhn has been an active member of ACTFL since her days as a graduate student. Throughout Dr. Huhn’s career, ACTFL has provided her with opportunities and resources. As one example, in her first tenure-track position as an Education Program Coordinator, Dr. Huhn was tasked with updating the program. The National Recognition Teacher Standards (then NCATE) offered a framework to revamp that program and set the stage for her current role on the CAEP team. The 2011 Research Priorities grants enabled Dr. Huhn to showcase NCATE/CAEP teacher preparation programs in published research and to expand and publish her earlier research. This project resulted in published literature that highlighted quality teacher preparation and fostered professional relationships that have evolved into enduring research partnerships. Dr. Huhn’s classroom practices are strongly influenced by the best practices and resources ACTFL provides for all levels of the language classroom, and in 2020, she was honored as the PSMLA Post-secondary Educator of the Year.

In terms of leadership, Dr. Huhn has held multiple roles at local, state, and regional levels. She has presented at many conferences within the language profession, including frequent presentations at NECTFL and SCOLT. Dr. Huhn has also served on the Executive Council for the Pennsylvania State Modern Languages Association and holds an additional leadership role as the co-editor of their journal, the PA Language Forum. Locally, Dr. Huhn serves as the current president of the regional consortium, the Appalachian Professional Language Educators' Society (APPLES).

With Dr. Huhn’s current university position, she plays a key role with coordinating the Spanish Education program. Given the current challenges facing World Language Teachers and universities nationwide, both the teacher’s preparations and the methods used to teach world languages must be prioritized.

As Dr. Huhn moves into the next phase of her career, Dr. Huhn hopes to expand her impact beyond the state and local level, as a Higher-Ed board member. This is a crucial time in our history, and the role of post-secondary leadership is an essential one. There is significant opportunity for ACTFL as an organization in terms of education, training, and support for the dissemination of resources to encourage our post-secondary colleagues to apply what we know to be Core Practices (High Leverage Teaching Practices) in their post-secondary classrooms. Expanding proficiency-driven language instruction and ensuring articulation between K-12 classrooms and university-level study is vital for the future of world languages.

Terry Osborn - Biography

Terry A. Osborn is Professor of World Language and TESOL education at the University of South Florida. He earned his Ph.D. in Curriculum and Instruction from the University of Connecticut, an M.A. in German from the University of Tennessee-Knoxville, and a B.A. in German and Psychology from Berry College.  Dr. Osborn taught secondary German and reading in Florida and Georgia public high schools for six years.

Dr. Osborn's publication record includes 16 books and 48 peer-reviewed journal articles and book chapters. His research interests focus on social justice, language curriculum, teacher development, as well as interdisciplinary curriculum theory. He has delivered invited addresses concerning his research at universities in the U.S. and abroad, as well as state, regional, national, and international language conferences.  He was co-founder and co-editor of the journal Critical Inquiry in Language Studies.

Dr. Osborn has held various administrative roles. He coordinates the Technology in Education and Second Language Education Ph.D. and Ed.D. in Educational Innovation programs at USF. Previously, he served as Interim Regional Chancellor, Regional Vice Chancellor for Academic and Student Affairs, and Dean of Education. He was involved in various community boards, including efforts at economic development and education initiatives.  He has also been deeply involved in fundraising and public relations in his professional roles.   His earlier academic appointments include positions at Fordham University, the University of Connecticut, and Queens College, CUNY.  He has served as President of the International Society for Language Studies and Executive Director of the Florida Association of Colleges for Teacher Education.

His service to the academic community includes state, national, and international committee work, program evaluation, and consulting.  In addition to his academic achievements, Dr. Osborn served in the United States Naval Reserve from 1984 to 1988, receiving an Honorable Discharge. The President of the United States appointed him to the Selective Service Local Board in Connecticut from 2006 to 2010.

Dr. Osborn has been recognized with several honors, including the American Educational Studies Association Critics' Choice Award and the Northeast Conference on the Teaching of Foreign Languages Stephen A. Freeman Award. He received the Distinguished Scholar and Lifetime Achievement in Language Studies award from the International Society for Language Studies in 2022.

In his free time, Terry enjoys volunteering for faith-based non-profit organizations and being outdoors with his beautiful wife Joy, his two children, his granddaughter, and anticipating the one due in February!

Julio Rodriguez - Biography

Dr. Julio C. Rodriguez directs the Center for Language & Technology at the University of Hawai‘i at Mānoa and two federally funded Centers: the Hawai‘i National Foreign Language Resource Center and the Language Flagship Technology Innovation Center, both of which have a strong focus on supporting the teaching and learning of languages that are less commonly taught in the U.S. Julio has been actively engaged in the profession since the turn of the century, when he was a graduate student at Iowa State University working for the K-12 NFLRC under the supervision of Marcia Rosenbusch. In that capacity, he assisted national leaders in the coordination of several projects, one of which evolved into what is now known as ACTFL’s Teacher of the Year award.

Julio's work is centered on transforming language education through the meaningful use of technology, with a growing focus on artificial intelligence (AI). This new interest reflects his broader motivation to explore not only how AI can be used to improve student learning experiences, but also how to empower teachers and support language programs. His involvement in various professional learning programs aims to provide language educators with the skills and confidence to use AI effectively to support their teaching and also inspire new ways of thinking about world language education.

With over 30 years of experience in instructional technology, Julio has led numerous national and international projects, including over 20 grant-funded initiatives in higher education. His leadership in these projects has helped bridge the gap between research and practice, ensuring that the latest technological advancements are accessible to language teachers across the country.

Julio has published and presented extensively on instructional technology. He has been keynote and plenary speaker at several national and international conferences. Prior to his current position at the University of Hawai‘i, he served as curriculum development director for online courses at Iowa State University, supervising a team of instructional and graphic designers and managing a portfolio of over 100 online courses, including a K-6 Foreign Language Methods course. His academic credentials include a B.A. in German language and literature from Whitman College, a graduate degree in translation and interpretation (English/Spanish) from the Universidad Nacional de Córdoba, Argentina, an M.A. in TESL/Applied Linguistics from Iowa State University, and a Ph.D. specializing in instructional technology in the context of world language teacher education.

Junko Yamamoto - Biography

Dr. Junko Yamamoto has devoted her entire career to advancing world language education. Her journey began with a Pennsylvania teaching certificate in Japanese. She taught in Pittsburgh at Shady Side Academy Junior School (K-5) and Mt. Lebanon High School (9-12). She also served as a teaching assistant for Japanese conversation at the University of Pittsburgh while pursuing her Master’s Degree in Public and International Affairs.

Dr. Yamamoto earned her doctorate in Instructional Technologies from Duquesne University. Currently, she teaches courses in world language teaching methodology and instructional technology, in addition to supervising student teachers in French and Spanish at Slippery Rock University of Pennsylvania. She advocates for proficiency-based language education and teaches multilanguage learners’ teaching courses, where she emphasizes the importance of cultural and linguistic diversity in classrooms. Her linguistic repertoire includes studies in Mandarin and Latin.

Dr. Yamamoto has been an active member of the Pennsylvania State Modern Language Association (PSMLA), serving on the executive committee for ten years, where she was responsible for selling exhibit hall tables for annual conferences. She has also been a member of the ACTFL Diversity, Equity, and Inclusion (DEI) Committee since 2022. As a co-manager of the Antiracism, Anti-bias, & Diversity, Equity, and Inclusion Materials Community from ACTFL Central, she has helped create over 100 instructional materials for DEI-infused world language learning.

Dr. Yamamoto's commitment to aligning language education with the DEI goals is evident in her PSMLA, NECTFL, and ACTFL presentations. At Slippery Rock University, she seamlessly integrates Social Justice Standards with ACTFL’s World-Readiness Standards and Proficiency Guidelines in her World Language Teaching Methodology courses. She has also completed WPT and OPI evaluator certificates in Japanese.

In 2022, Dr. Yamamoto enrolled in an eight-week faculty development module at Slippery Rock University, aligning her classes with the University’s DEI goals. She revised the university’s Multilanguage Learners Teaching strategy course curriculum to incorporate the Pennsylvania Department of Education’s Culturally Relevant and Sustaining Education Guidelines. Her teachings cover implicit biases, microaggressions, oppression in schools against linguistic and cultural minorities, asset-based approaches, the role of L1 in L2 development, and the legal responsibilities of schools to protect all children’s right to learn.

Dr. Yamamoto has been an ACTFL/CAEP Program Reviewer since 2007, ensuring teacher preparation programs meet the ACTFL/CAEP standards. As a lead reviewer, she has trained new ACTFL/CAEP reviewers, demonstrating her commitment to maintaining high standards in language teacher education.

K-12 Candidates

Michael Ayala - Biography

Michael Ayala’s educational journey was deeply influenced by his parents, who instilled a profound appreciation for learning despite having only a second-grade education. Their values inspired Michael to pursue higher education, becoming the first in his family to earn a college degree and later a doctoral degree. His siblings, too, have achieved notable careers, a testament to the power of parental influence and the impact of their hard work and sacrifices.

With over 30 years of teaching experience, Michael specializes in Language, Latin American History, and curriculum design. He currently serves as an AP Spanish teacher at John Hersey High School, where he has taught for 31 years, following a 3-year tenure at Archbishop Quigley, where he was department chair.

He has also held significant roles such as Region 1 Director and is currently the President of ICTFL. Additionally, as an ACTFL member, Michael has participated in the Delegate Assembly for many years. Michael is a board member of the Network of Illinois Educators of Spanish Language (NIESHL) and was Secretary for Central States from 2021-2022. He is on the District 214 diversity committee, served as an AP reader and regularly presents at local and regional conferences and has been a CSCTFL Advisory Council member for several years. Michael has presented at NEISHL and ICTFL on Culturally Relevant teaching and Social Justice.

Michael has received numerous accolades, including the Golden Apple Teacher of Distinction, the AATSP Award for Professional Distinction, and has been a finalist for Teacher of the Year in 2018 and the 2021 Teacher of the Year. He was the 2023 ISBE Cook County Regional Teacher of the Year. He holds an undergraduate degree in Spanish and History from Loyola University, a Master’s in Curriculum and Instruction from National Lewis University, a second Master’s in Educational Administration from Aurora University, and an Ed.D. from Loyola University.

He strives to help students grasp the material and become risk-takers, inquisitive thinkers, and lifelong learners. With a shortage of teachers and a need to better train World Language (WL) teachers to improve student proficiency, ACTFL positively impacts WL educators nationwide by uniting professionals to share ideas and enhance student preparation. If elected to the ACTFL Board of Directors, Michael would focus on increasing professional collaboration across the region. He advocates for high proficiency standards, implements culturally responsive lessons, and promotes World Languages through active involvement in language organizations.

Josh LeGreve - Biography

Josh LeGreve (he/him/his) is the 2nd through 12th grade Spanish teacher and IB Diploma Program Coordinator at Green Lake School District, a small, public International Baccalaureate World School in Green Lake, Wisconsin. He additionally serves his district as the MYP Community Project co-coordinator and previously has served as the Wisconsin Global Scholars Program school coordinator, the director of the drama department, and student council advisor. In the classroom, he is committed to creating safe and equitable spaces for all students, building global competence, integrating culture at all levels of language proficiency in the target language, and amplifying voices that have traditionally been overlooked or underrepresented. He holds a BA in Spanish and physics with a minor in secondary education from Ripon College, WI.

In terms of professional service, Josh has served the Wisconsin Association for Language Teachers (WAFLT) as advertising manager for the last 11 years and is currently serving as the WAFLT Secretary and as the Wisconsin representative to NNELL. Previously, he served as WAFLT President from 2015-2016 and as WAFLT Fall Conference Co-Chair from 2019-2020. Josh is also a member of the Wisconsin FLESFEST planning committee, was a writing team member for the 2019 revised Wisconsin State Standards for World Languages, and worked with the Wisconsin Department of Public Instruction on the Standards-based Inquiry for Engaged and Equitable Learning - World Language Design Team.

Josh also served as Local Liaison for the Central States Conference 2018 in Milwaukee and served on the Central States Board of Directors from 2020-2024, chairing the social media committee. He also served on the Inclusivity, Diversity, Equity, and Accessibility (IDEA) strategic planning committee and presented at both the Central States Delegates’ Assembly and the Leadership Academy. He is currently the Coordinator of Digital Media and Marketing for Central States.

Josh has previously served ACTFL as a session proposal reviewer and a language scholarship reviewer. Additionally, he is very proud to have participated in the inaugural ACTFL LGBTQ+ Affinity Group this previous year.

Josh is also a frequent presenter, having presented or led sessions at WAFLT (WI), Wisconsin FLESFEST, WVFLTA, Central States, and ACTFL. His sessions often focus on using visible thinking strategies in the target language, incorporating culture at the novice levels, engaging in inquiry, and promoting student agency in learning.

Beckie Bray Rankin - Biography

Beckie Bray Rankin is a French Teacher and the Francophone Exchange Program Coordinator at Lexington High School (Lexington, MA), taking students to Switzerland and Guadeloupe annually. She earned her M.A. Ed in French Education from Wake Forest University in 2009, and both her B.A. in French and her B.S. in Education at Boston University in 2007. Certified K-12, Beckie’s first position as a French Teacher was coupled with leading a charter school district’s K-12 World Language Program in Washington, DC. 

To learn more about leadership and curriculum, Beckie participated in ACTFL’s Leadership Initiative for Language Learning (LILL) and Facilitators in Training (FIT) programs. To serve the profession, Beckie volunteers for the MAFLA board (President, 2022) and AATF Eastern Mass board (President, 2019-2023) and will be the NECTFL Conference Chair in 2026. 

Her recent work, published in The Language Educator and the AATF National Bulletin, focuses on decolonized curriculum, curriculum design, and intercultural communication. An avid traveler, Beckie draws on her experience from living in the Côte d’Ivoire and visiting other francophone countries. Most known for her presentations on rubrics, she has led workshops coast to coast on topics from Meaningful Context to Lessons in Leadership. 

Beckie loves to connect with others to widen the positive impact language educators can have on the rising generation as we teach empathy, justice, awareness, culture, and relationships in our target languages. To rejuvenate, Beckie enjoys sailing, singing, and swing dancing.

Ashley Watson-Fears - Biography

Ashley Watson-Fears is in her 16th year as the American Sign Language (ASL) teacher at Reagan High School in San Antonio, TX. She teaches ASL levels 1-4. As a teacher leader in the World Languages program, she has participated in the district curriculum review every year since 2009. This is when language-specific groups come together to work on the curriculum for their language by creating pacing guides, adding resources, and revising activities. In 2019, she joined the curriculum writing team. This team was selected to develop the curriculum, lessons, resources, and proficiency journals for all World Language teachers and students across the district. The team is continually revising the curriculum to make minor tweaks and adjustments as needed. Ashley joined the new teacher training team in 2018. As a part of this team, she works with the district coordinator and a small group of teachers to welcome new teachers and give them the tools to succeed. She is also part of the first cohort of the NEISD World Language Leadership Academy. As part of this group, she worked with outside leaders in the World Language community to hone her leadership skills and use those skills to benefit the district.

Ashley has presented to ASL teachers at regional, state, and national conferences. She presented at Region 20 in San Antonio in 2019 about proficiency. She presented at TFLA in 2021, 2022, 2023 and will be presenting again in 2024. She was a presenter at ACTFL in 2021 and 2022. Ashley presented half-day workshops for ASL teachers in Leander ISD and TFLA.

Ashley graduated from the University of Tulsa in 2004 with a BA in Deaf Education. Before teaching American Sign Language, she taught special education in Oklahoma and Deaf Education in San Antonio. She is enrolled at Western Governors University for an MS in Curriculum and Instruction. She anticipates being finished with her degree by the end of September. She is passionate about World Languages and has a soft spot for the less commonly taught languages. She has advocated for ASL recognition and works to ensure her program is the best it can be. She would love to use these skills to support the broader ACTFL community.