Speakers

Jeannette Acevedo-Isenberg is the Head of Schools for Downtown Doral Charter Elementary and Upper Schools, overseeing faculty, staff, and operations. Under her leadership, DDCES became an A-rated school with the prestigious COGNIA STEM designation and ranked #1 in English Language Arts among Florida schools with 25% or more English Language Learners. DDCUS also holds an A rating, Gold STEAM designation, and International Baccalaureate status, placing it among the top 1% of public and charter schools in the state. Both schools are accredited by COGNIA, reflecting global recognition for educational excellence. Acevedo-Isenberg has earned numerous honors, including the 2016 Statewide Principal Leadership Award, recognition as a Miami Today “Achiever,” and selection for Harvard’s Young American Leaders Program. Recently, she was named a Chevalier in the French Order of Academic Palms for her advocacy of French language and culture. Her career began with 20 years at Sunset Elementary School’s language magnet, where she managed curriculum and taught multiple grades and programs. She later became assistant principal at Lillie C. Evans K-8 Center before leading Downtown Doral. Holding degrees from the University of Miami and Nova Southeastern University, she is guided by the philosophy: “Children First. Always."

Bernstein brings over 25 years of experience in Washington, D.C., beginning as a Legislative Fellow for Senator Dianne Feinstein (D-CA), where he worked on immigration, crime, intellectual property, and judiciary issues. His career in education advocacy began as Legislative Counsel for The Lightspan Partnership, an educational software company, before he went on to represent the National Education Association and the Federal Communications Commission.

In 2005, he founded the Bernstein Strategy Group, a government relations firm whose clients have included Apple, the American Federation of School Administrators (AFSA), and the International Society for Technology in Education (ISTE).

Today, Bernstein collaborates with major K-12 education associations as co-chair of both the Education and Libraries Networks Coalition (EdLiNC) and the Homework Gap Big Tent Coalition, and serves as Executive Director of the National Coalition for Technology in Education and Training (NCTET). He has also led NAFSA’s Advocacy Day since 2016 and helped launch its first Virtual Advocacy Day in 2021. In addition, he co-leads the Principals Group, which focuses on professional development funding.

Bernstein’s accomplishments include helping to establish and expand the federal E-Rate program, which provides $4 billion annually to schools and libraries for broadband and Wi-Fi access, and preserving funding for key education programs such as Title II (professional development) and Title IV (flexible block grants) under the Every Student Succeeds Act.

A graduate of the French National School of Public Administration (ENA) (Victor Hugo Year, 1989-91), Laurent Bili joined the French Foreign Ministry’s Strategic Affairs and Disarmament Directorate (1991-93). Seconded to the Defense Ministry as Deputy Diplomatic Adviser (1993-95), he then held several positions at the Quai d’Orsay. In 2002, he was Director of the Private Office of the Minister Delegate for European Affairs and became technical adviser at the Diplomatic Unit of the Presidency of the French Republic (2002-07). He successively held the positions of Ambassador to Thailand (2007-09), Director of the Defense Minister’s Civilian and Military Office (2009-10), Ambassador to Turkey (2011-15) and then to Brazil (2015-17). Laurent Bili was then Director-General for Global Affairs, Culture, Education and International Development at the French Ministry for Europe and Foreign Affairs and G7/G20 Sous-Sherpa (2017-2019).Prior to his appointment in Washington, Laurent Bili was Ambassador to China from September 2019.

Alice Bouvenot is a French language assistant at Elsie Withlow Stokes Elementary School in Washington, D.C.

Alice has always been passionate about education and teaching, which allowed her to start giving private lessons as early as middle school. After earning a high school diploma with a specialization in foreign languages (English), Alice continued her studies with a Bachelor’s degree in Foreign and Regional Language, Literature, and Culture, where she specialized in English.

Following an internship at the U.S. Consulate, Alice developed a strong interest in the United States. Thanks to the connections she made there and her desire to pursue a career in education, she joined the FEI program, which will conclude in June 2026. She plans to continue her studies in France next academic year to prepare for the CAPES certification and eventually teach in new schools.

Margot Carruggi just graduated with her masters degree in education in France. She is now a French teaching Intern for 2nd and 3rd grade at Elsie Whitlow Stokes Community Freedom Public Charter School. 

Sandra A. Daniel has over 15 years of experience in education and currently serves as Director of Language Program at The GLOBE Academy, a public, stand alone, K–8 French, Spanish, and Mandarin Dual Language Immersion school in Atlanta, Georgia. A polyglot with professional proficiency in English, Spanish, Italian, French, Portuguese, and conversational Mandarin, she has held roles as administrator, teacher, leadership consultant for the Georgia Department of Education, curriculum writer, and instructional lead for the NSA’s STARTALK program. Ms. Daniel has trained critical language teachers across the Southeast, taught Business English to top executives internationally, and presented widely on multilingual education at national and international conferences. Her leadership emphasizes building sustainable, rigorous, and inclusive immersion programs where languages thrive across classrooms and grade levels, resulting in a 94% pass rate on AP Language and Culture exams for 14-year-old students and 63% of all student graduates earning the Global Seal of Biliteracy. She holds a dual Master of Arts in International Relations and International Communications from Boston University and a Bachelor of Arts in Spanish and French from Valdosta State University. A recognized thought leader and advocate for multilingual education, she specializes in supporting teachers and schools to expand opportunities, close equity gaps in language, and strengthen outcomes for all learners. 

Saida Meddeb Derbel is a French language educator and researcher with extensive experience in immersion and international language education. She currently serves as a French teacher at Elsie Whitlow Stokes Community Public Charter School in Washington, D.C., where she teaches in a French–English dual immersion program. Prior to her current position, she was a professor at the Bourguiba Institute for Foreign Languages at the University of Tunis and taught in both secondary and middle schools in Tunisia. Her professional background also includes work as a teacher trainer for Tunisia’s National Fund for Employment Program and as an evaluator for national and international examination programs, including the Ministry of the Interior’s UN Peacekeeping Training Initiative. 

She holds a B.A. in French Language and Literature from the University of Tunis and the CAPES teaching certificate from the Tunisian Ministry of Education. In addition, she is a certified DELF/DALF examiner accredited by the French Ministry of Education. Her ongoing professional development includes participation in BELC Institutes and French Dual Language Immersion training programs in the United States. Her academic interests center on bilingual education, immersion pedagogy, and intercultural communication.

Megan Diercks (@mmediercks) is the executive director of the American Association of Teachers of French (AATF). Previously, she was the AATF National Bulletin Editor, the AATF Region IX (Northwest) Representative, and the Assistant National French Contest Director. Megan has taught at both the high school and post-secondary levels, most recently at Colorado School of Mines in Golden, CO.

Assistant Superintendent for the Manchester School District in New Hampshire. Nicole is dedicated to student-centered learning, community collaboration, and whole-child development. With over 25 years of experience as a teacher, curriculum coordinator, and principal, she now leads the Manchester School District, focusing on inclusive excellence and innovative instruction. Passionate about supporting multilingual learners and dual language programming, Nicole has helped strengthen teaching and learning through community partnerships. Manchester opened the first Spanish dual-language program in the state in 2024-2025 and introduced the first French Program this fall, thanks to numerous community partnerships.

After beginning her career as a primary school teacher in France, Lydia Fa'asu moved to Utah in 2013 to teach in the Dual Language Immersion (DLI) program. With ten years of experience teaching French in immersion, she later served as the DLI Specialist for the Jordan School District, overseeing all four program languages: French, Spanish, Portuguese, and Chinese.

Today, Lydia Fa'asu is the French Dual Language Immersion Program Director for the state of Utah. She works in collaboration with two coordinators to ensure the success of the French immersion program. In this role, she oversees the quality of instruction and compliance with program standards, coordinates the planning of professional development, and supervises curriculum development. Convinced that bilingualism opens doors to the world and to success, she is committed to making DLI a driver of excellence and achievement for every student, both academically and personally

Dr. Elizabeth Howard is a professor of bilingual education at the University of Connecticut, specializing in dual language education, biliteracy development, and teacher preparation for multilingual learners. She recently led a federally funded study on sociocultural competence in dual language programs and has served as principal investigator on multiple large-scale biliteracy projects. Dr. Howard has co-authored key resources for dual language educators, including Guiding Principles for Dual Language Education and Dual Language Tandem Teaching. She co-founded Dual Language Connections, LLC to support dual language educators. Previously, she worked as a bilingual teacher in California and Costa Rica.

Dr. Nancy Hong is the Director of Dual Language Immersion and English Learner Services in the Glendale Unified School District in Glendale, CA. The district offers seven DLI programs: Armenian, French, German, Italian, Japanese, Korean, and Spanish. She has been a teacher, professional learning consultant, and principal. She has taught in the graduate programs of education at both Loyola Marymount University and the University of Southern California and currently teaches in the Preliminary Administrative Services Credentialing program and provides professional learning for DLI leaders at the Los Angeles County Office of Education. Additionally, she has served on committees at the California Department of Education and on several advisory boards related to language learning. Dr. Hong received her Doctorate in Education from the University of Southern California, where her research was on the principal’s role in dual language immersion programs. 

Dine Kombate is a passionate multilingual educator with nearly a decade of experience in French Dual Language Immersion. Fluent in French, English, and German, he has dedicated his career to helping young learners build both language skills and global awareness. From French Academy DC, Elsie Whitlow Stokes to Maryvale Elementary School, Dine designs and implement creative and technology-rich lessons that inspire curiosity and collaboration in the classroom. He also works closely with colleagues to integrate digital tools and strengthen instructional practices. With a background that bridges curriculum design, community projects, and technology support, Dine brings a unique perspective on how dual language programs can empower students and shape inclusive, culturally connected learning communities.

Anne Lair earned a Ph.D. from The Ohio State University in 19th-century French culture and literature. She is currently a Professor/Lecturer of French in the Department of World Languages and Cultures at the University of Utah, where she directs the core French language program. She also works with the Second Language Teaching and Research Center (L2TReC), where she collaborates on projects related to French language and culture. She serves as Director of the French Bridge Program and as French Coordinator for the State of Utah. Prior to this, she was Coordinator of French Dual Language Immersion (2013–2015), then Secondary French Dual Language Immersion Coordinator until 2018. She has led workshops and professional trainings in Utah and across the United States, and has been recognized professionally in Iowa, Utah, and nationally [ACTFL Nelson Brooks Award (2012), Knight in the Order of Academic Palms (2017), Dorothy Ludwig Excellence in Teaching Award at the University Level from the American Association of Teachers of French (AATF) (2020)].

She has published peer-reviewed articles on the symbolism of food in France, Germany, and England, and co-authored first- and second-year French textbooks (Cengage Learning). Anne is the President of the Alliance Française of Salt Lake City and has served as Honorary Consul of France in Utah since 2017.

Nathalie Lainé has been working as a European and International Affairs Officer for the past 6 years for the Région académique Auvergne Rhône Alpes. In charge of the development of educative collaboration with the United States, she is implementing a teachers exchange program with foreign schools to contribute to French immersion teaching.

Nelson Lepicouché is Desk Officer for International French language policies, Francophonie, and North America at the Ministry for Europe and Foreign Affairs. With degrees in French literature and comparative literature, he has worked as a teacher of French as a foreign language at the Alliance Française, as a language assistant in the United States and India, as Dual Language and Immersion Programs Manager at the French Embassy in the United States, and as head of international partnerships at Université PSL before joining the Ministry for Europe and Foreign Affairs' Cultural Diplomacy Department in 2024. 

Roy Lyster is Professor Emeritus of Second Language Education at McGill University in Montreal, Canada (https://mcgill.ca/dise/roy-lyster). His research has examined content-based second language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. He is recipient of the Paul Pimsleur Award for Research in Foreign Language Education and the Robert Roy Award presented by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and three books: Learning and Teaching Languages Through Content published by Benjamins in 2007, Vers une approche intégrée en immersion published by CEC Publishing in 2016, and Scaffolding language development in immersion and dual language classrooms (with D. J. Tedick) published by Routledge in 2020. 

Brandee Mau is Vice President of Professional Learning at Avant Assessment. She brings 27 years of experience in world language education, having served as a German and Russian Dual Language Immersion director in Utah and as a high school German and Spanish teacher and curriculum facilitator in Wyoming. Throughout her career, she has developed curriculum, coached teachers, contributed to state standards revisions, and served on both state and national language association boards. She has also provided professional learning and presented at conferences nationwide.

Brandee played a key role on the College Board committee that developed the AP German Language and Culture exam, and her excellence in teaching was recognized when she was named a finalist for both Wyoming Teacher of the Year and ACTFL National Teacher of the Year. Her research focuses on effective language learning, proficiency and assessment, and fostering student growth in language education.

Xavier Moquet is the Education Attaché at the Educational Affairs Department of the French Embassy. A graduate of Sciences Po, Xavier has had various experiences in diplomacy and international cooperation specific to education. He has previously served as Director of Public Affairs and Francophone Culture at the Conseil Scolaire Francophone of British Columbia. Prior to this, he operated as Education Cooperation Attaché at the Embassy of France in Canada from 2015-2019. He has also been in charge of strategy and development at the Sino-European University of Technology in Shanghai. 

A bilingual educator since 2007, when she became one of the founding members of the first French/English bilingual program in a New York City public school, Greer now lives in Northern California’s Bay Area, where in 2023 she launched her company, Madame Allegra, specializing in bilingual education and the introduction of classical music to young children.

In her new role as an independent educational consultant, Greer supports families who want to successfully raise children with more than one language, and she works one-on-one with students to strengthen their learning of French and/or academic subjects outside of school in both English and French. She offers professional development workshops for teachers of language learners and assists schools that wish to launch a new bilingual program or improve an existing one.

She also shares classical music with children using the approach she has developed over the course of her life—being raised by musicians, studying music since childhood, and creating her own method to introduce this beautiful art form in a multisensory, playful, and age-appropriate way.

Her teaching approach is play-based, with activities inspired by each student’s interests, always tailored to their specific needs. Her pedagogy is rooted in creativity, humor, and reflection: by giving clues, asking questions, and making jokes, she guides her students and clients to take ownership of their own learning journey.

Mickael Raggi is leads Bilingual and Immersion Programs at the French Embassy in the United States, where he leads national efforts to expand and strengthen access to French dual language education in American public schools. He oversees the French Dual Language Fund (FDLF), a flagship initiative launched by the President of the French Republic to support and grow French immersion programs across the country through strategic grants, teacher professional development, leadership training, and advocacy resources.

In this role, Mickael works closely with U.S. school districts, state education departments, and federal partners, as well as French government institutions and philanthropic organizations, to build sustainable, high-quality bilingual education pathways from kindergarten through high school. He advises and supports administrators and policy makers in creating and scaling French immersion programs, strengthening teacher pipelines, and raising the visibility of French as a global language of opportunity.

Before joining the Embassy in Washington, D.C., Mickael gained experience across government, academia, NGOs, and the private sector, including work with the French Government, the U.S. Congress, Universities and Foundations. A graduate of Sciences Po Paris with a master’s degree in Human Rights & Humanitarian Action, he brings to his role a strong background in international cooperation, cultural diplomacy, and educational policy.

Blake Ramsey serves as an International Technical Expert for the development of French Dual Language Education in the United States with Expertise France. He is co-chair of the French Dual Language Immersion (DLI) Commission within the American Association of Teachers of French (AATF) and is also a certified examiner and grader for the DELF exams. His goal is to strengthen the French immersion network on a national scale by sharing resources and providing professional learning opportunities for teachers and program leaders. 

Blake works closely with the French Embassy, the consular network (Atlanta, Houston, Los Angeles, Miami, San Francisco), and State Departments of Education to support DLI programs across the U.S. He developed the French DLI Strategic Pedagogical Framework in partnership with the French Embassy and the Utah State Board of Education. In 2024, he collaborated with France Éducation International to lead professional learning modules at the BELC régional, and in April of 2025, he co-designed the "DLI Académie," a national online training event occurring annually for French DLI educators within the AATF.

Before taking on this role, he was the founding coordinator and teacher of the French immersion program at Fort Greene Preparatory Academy, a public middle school in Brooklyn, NY. He served the communities of four New York City Department of Education public schools as a program coordinator (K–5; 6–12; 6–8), language acquisition coach (6–12), literacy coach (K–5), and immersion teacher (grades 4–10). In 2022, he was a finalist for New York City’s Big Apple Teaching Award.

Gregg Roberts is Director of DLI Alliance, Co-Chair of the French Dual Language Immersion Commission with the American Association of Teachers of French, and former Director for Dual Language Studies at American Councils for International Education in Washington D.C. He also has served as the Dual Language Innovation Coordinator Avant Assessment.  In addition he was the World Language & Dual Language Immersion (DLI) Specialist for the Utah State Board of Education. His work with the Utah Legislature and Governor’s office led to groundbreaking changes in the way world languages are viewed and funded within the state’s K-12 schools. The  K-12 program he designed with his team is being used as a model of innovative world-language education nationally and internationally.

Dawn Samples works at Lingco as Head of Curriculum Development, after spending five years at Avant Assessment as Director of Professional Learning. She also served for sixteen years as World Languages and Immersion Coordinator for Lexington School District 1 in Lexington, South Carolina, where she created a fully performance-based, proficiency-driven program that earned national recognition.

Dawn’s experiences as an educator include teaching French (particularly in immersion contexts), teaching advanced courses on pedagogy and proficiency-based practices, as well as holding administrative positions at both the state and district levels.

In her current role, she enjoys collaborating with programs in the United States and abroad, supporting educators through effective professional learning, as well as instructional and administrative coaching, in service of foreign and second language programs in immersive contexts.

Amanda Seewald is the Executive Director of the Joint National Committee for Language - National Council for Languages and International Studies (JNCL-NCLIS).  She is also the owner of MARACAS Language Programs and Learning Kaleidoscope Educational Consulting.   Amanda is the author of the MARACAS curriculum and Easy Reader series. 

Amanda received the 2020 NECTFL Nelson H. Brooks Award for Outstanding Leadership in the Profession. She is a past President of the Foreign Language Educators of New Jersey (FLENJ) and the former N.J. State Representative for the National Network for Early Language Learning (NNELL). She has also served on the NECTFL board.

Amanda has been teaching children, coaching educators, and developing curricula for over 20 years. Her expertise is in multilingual/multicultural curriculum and instruction, focused on early language learning as well as dual language immersion education.  Amanda works with educators and schools across the country as well as in Europe to develop meaningful language programs founded in globally engaged curricula and strong interactive instruction. Amanda is a regular presenter at national, regional, and state conferences. She is a speaker of Spanish, French, and Japanese. 

As an advocate for language education, Amanda works with federal and state legislative offices to garner support for legislation and funding. Her focus is also on empowering advocates through training and experiential opportunities. Amanda’s advocacy work in New Jersey led to the signing of the Seal of Biliteracy into law in 2016. It is Amanda’s hope that through engaging and dynamic language programming we will have a multilingual future for all children.

Jane Tarwacki has dedicated over 20 years to education in Prince George’s County Public Schools (PGCPS). She began her career as a middle school Spanish teacher and was recognized as the PGCPS World Languages Teacher of the Year in 2010. In 2014, she transitioned into immersion education as an Immersion Instructional Specialist and, in 2024, became the Supervisor of the Immersion Programs Office.

Jane has shared her expertise at numerous conferences, including GWATFL, MFLA, NECTFL, and ACTFL, with a focus on best practices in instruction and language proficiency. She also served as President of GWATFL from 2011 to 2016.

She earned her B.A. in Spanish and Political Science with a minor in Latin American Studies and her M.T. in Secondary Education from Virginia Commonwealth University in 2005. Since then, she has pursued additional professional development, earning a Professional Certificate in Teaching Standards from George Washington University, an Administrator I Certification from Bowie State University, and a Project Management Certificate from the University of Maryland–Baltimore County.

Dr. Bertrand Tchoumi is the Co-founder and Executive Director of Bilingual Global Citizens Public Charter School, Baltimore County’s first and only dual language immersion school. He is a New Leaders-endorsed school leader and an expert in educational entrepreneurship and consultancy. Dr. Tchoumi has extensive experience leading dual language immersion and public charter school programs in New York and Baltimore.

He has led professional development for organizations such as Baltimore City Public Schools, MFLA, NECTFL, AATF, and the Canadian Association of Immersion Professionals. His work has earned him numerous awards, including the 2024 AATF Outstanding Administrator Award, the New Leaders Robert Awards Grant (2022, 2024), the 2003 World Press Institute Fellowship, and the 2013 French Embassy Summer Scholarship.

Dr. Tchoumi is also an author and has contributed to publications exploring education, language immersion, and cultural competency. He led his team in securing a $2 million grant to launch BGC PCS. Outside of education, he enjoys playing soccer and exploring thought-provoking literature.

Valérie Thériez is a trainer, coordinator, and curriculum designer in French immersion, working with Expertise France, and is currently based in Baton Rouge, Louisiana, where she collaborates with LDOE and CODOFIL. For 36 years, she taught students ages 2 to 13, from preschool through 5th grade, in both France and Louisiana. She has experience in immersion, French as a Second Language, and English as a Second Language, and she is also a certified DELF examiner and grader. Over the course of her career, she has been recognized with several distinctions, including LACUE Elementary Teacher of the Year in 2011, LFLTA Teacher of the Year in 2013, Cécilia Primary Teacher of the Year in 2013, and Louisiana State Teacher of the Year in 2013. In 2014, she became the first foreign language teacher to represent Louisiana at SCOLT. She currently serves as Vice President and Social Media Chair of the Louisiana Foreign Language Teachers Association (LFLTA).

Perrine Voisin grew up in the French Alps and has made Utah her home since 2008. She has always been drawn to bilingual immersion. Knowing that she wanted to teach French in Utah, she earned her Master’s degree in Teaching at Westminster College and quickly fell in love with the immersion program. Seeing its effectiveness has been incredibly rewarding. Today, she is proud to serve as the coordinator for all the elementary schools teaching French in Utah.

What she values most in her work with the bilingual immersion program is witnessing the incredible impact of teachers’ hard work—seeing students grow in their language skills and ultimately become bilingual, a lifelong asset that will benefit them in countless ways!

Jenny Whitaker is the Head of School and Co-Founder of AXIS International Academy, a public charter school in Fort Collins, Colorado, dedicated to language immersion, academic excellence, and cross-cultural competence. Under her leadership, AXIS has grown into a thriving community offering French, Spanish, and Mandarin immersion to preschool through elementary students. Jenny has extensive experience in school leadership, school finance, and program development, with a strong focus on family engagement and student success. She is passionate about creating inclusive learning environments that foster academic excellence, global awareness, and social-emotional growth. Jenny is also leading AXIS’s upcoming facility move, supported by a $23M BEST grant, to create a permanent home for the school. Outside of work, she enjoys exploring the outdoors with her three children, traveling, and running.