Adjunct Associate Professor
COMX 415 Intercultural Communication (online and on-campus)
IDS/COMX 497 Communication for Social and Behavior Change (International Development Studies Minor capstone class and allied course of organizational communication)
COMX 204X International and Development Communication (online and on-campus)
COMX 412 Communication and Conflict (blended)
COMX 202S Nonverbal Communication (blended)
COMX 391/PSCI 330 Transnational Competence for Global Leadership
COMX 491 Hong Kong, Macau, & China: International Communication, Culture, & Society (Study-Abroad Summer Program)
GBLD 194 Global Leadership Initiative Freshman Seminar: The Media and the Internet in the Age of Globalization
Dr. Phyllis Ngai’s research and teaching interests lie at the crossroads of language, culture, communication, development studies, and public education. Dr. Ngai is the author of Crossing Mountains: Native American Language Education in Public Schools in the Contemporary Native Communities Series published by AltaMira Press and author or co-author of 26 journal articles, book chapters, and monographs. Currently, Phyllis teaches courses in intercultural communication, international development communication, and communication for social and behavior change. She has taught both in Asia and in the United States, and conducted research and delivered guest lectures at universities in countries on four continents, including Cambodia, Myanmar, India, Norway, China, and Ethiopia. To contribute to the local community, Phyllis volunteers to support implementation of Indian Education For All in Missoula public schools. In 2014-2015, she co-directed a professional-development institute for high-school teachers from around the country. The institute, funded by a National Endowment for the Humanities Summer Seminars and Institutes Grant, engaged Indigenous Literary Perspectives in Global Conversation. While actively involved in grant projects, scholarship, teaching, and community service, Phyllis still finds time to enjoy the beautiful Montana outdoors with her family. Her favorite pastimes include kayaking, cross-country skiing, mountain biking, and reading by lakeshores with the view of the mountains.
Ed.D., The University of Montana-Missoula, 2004
M.A., The University of Montana-Missoula, 1996
B.A., The Chinese University of Hong Kong, 1994
Dr. Phyllis Ngai’s recent research explores (1) civil society organization approaches to Indigenous and women issues in southeast Asia; (2) NGO's participatory approach to rural development and its discourse of sustainable development; (3) transcultural pragmatics/intercultural communication training with teachers of English as a second language; (4) communication differences in Native/non-Native educational partnerships; and (5) the impacts of different Indigenous-education approaches on Native and non-Native students' learning outcomes in public schools.
- 2014-15: National Endowment for the Humanities Summer Seminars and Institutes Grant ($190,119). A Summer Institute in Indigenous Studies for High School Teachers Indigenous Literary Perspectives in Global Conversation. Grant co-author/co-director.
- 2013-14: Indian Education For All Grant, Montana Office of Public Instruction ($14,700). Mapping Integration of IEFA into K-12 and Professional Development for high-school teachers on Linking Indigenous Studies to Global Education. Grant author/project co-director.
- 2010-11: Indian Education for All Progressive Grant, Montana Office of Public Instruction ($22,500). Professional Development for Middle-School Teachers through Indian Family/Teacher Partnerships. Grant author/project co-director.
- 2006/07: Ready-to-Go Continuation Grant, Montana Office of Public Instruction ($25,000). Place-based Multicultural Education: Indian-education Integration in a Urban Elementary School. Grant author/project co-director.
- 2005-06: Ready-to-Go Grant, Montana Office of Public Instruction ($25,000). Place-based Multicultural Education: Professional Development for K-5 Teachers via Partnerships with Tribal Educators. Grant author/project co-director.
- 2005-06: American Association of University Women Community Action Grant ($7,000). Indian/Non-Indian Women Partnership Project for Enhancing Place-based Learning among Girls & Boys in Montana Public Schools. Grant author/project co-director.
- 2005-06: Montana Committee for the Humanities Grant ($3,000). Partnership Building Among Indian Women Educators and Female School Teachers. Grant author/project co-director.
Field of Study
Communication for Social Change and Development
English-language Teaching (TESL)
Crossing Mountains: Native American Language Education in Public Schools, Contemporary Native American Communities Series. Lanham, MD: AltaMira Press, 2012, 298 pages. https://rowman.com/ISBN/9780759121249
Other Peer-reviewed Publications:
- Discourse Analysis for Intercultural Competence Development. In Discourse Analysis and Interculturality, co-edited by Nathalie Auger and Fred Dervin. Routledge (forthcoming).
- Online Social Networking and Transnational Competence Development among International Students. Journal of International Students (forthcoming).
- Professional Development for TESL Teachers: A Course in Transcultural Pragmatics. The Electronic Journal for English as a Second Language, 2018, v22, #3, online. Lead author.
- NGO Interpretation of Participatory Communication for Rural Cambodia: What is lost in "translation"? The Journal of International Communication. Forthcoming. Available:http://www.tandfonline.com/doi/full/10.1080/13216597.2017.1375420
- Teacher/Family Partnership for Student Learning: Lessons from Indian Education for All in Montana. Journal of American Indian Education. 2016, V. 55, #1. Co-author.
- Intercultural Communication Training for English Language Teachers: A Case Study of an Immersion Program for South Korean Teachers. Journal of Intercultural Communication Research, 2015, v44, #4, pp. 1 – 24.
- The Impact of Teachers’ Communication Approach on Children’s Co-Cultural Adaptation. Journal of Intercultural Communication, 2015, v37.
- Indigenous Education in the Norwegian and U.S. Contexts. In “Mapping” Indigenous Presence: Sami and Native American Studies Perspectives, co-edited by Kathryn Shanley and Bjorg Evjen. Tucson: University of Arizona Press. Lead author. 2014.
- Meeting Diversity the Midst of Adversity: An Intercultural-communication Training Framework for Refugee Assistance Crisis Management. In Handbook of Crisis and Emergency Management (2nd ed.), edited by Ali Farazmand. NY: Francis & Taylor, pp. 13-30. Lead author. 2014.
- Managing Refugee-assistance Crises in the Twenty-first Century: The Intercultural-communication Factor. In Handbook of Crisis and Emergency Management (2nd ed.), edited by Ali Farazmand. New York: Taylor & Francis, pp.285 - 311. Co-author. 2014.
- Multicultural Teaching Competence for Glocal Education: A Professional Development Model. International Journal of Education for Diversities, 2013, v2, pp. 76 -90.
- Partnership for Knowledge-based Development in Asia. Box in The SAGE Handbook of International Higher Education edited by Darla K. Deardorff, Hans de Wit, John Heyl, and Tony Adams. Thousand Oaks, CA: SAGE Publications, 2012.
- Indigenous Education for Critical Democracy: Teacher Approaches and Learning Outcomes in a K-5 Indian-Education-For-All Program. Equity & Excellence in Education, 2011, v44, #2, pp. 249-269. Lead author.
- Growth with Sustainable Development? Impressions of Addis Ababa at the Start of 2011. Afrikan Sarvi, Horn of Africa Journal, 2011, v.1, #1, online. Co-author.
- Implementing Montana’s Indian-Education-For-All in a K-5 Public School: Implications for Classroom Teaching, Education Policy, and Native Communities. Journal of American Indian Education, 2010, v49, #1 & 2, pp. 44-62. Lead author.
- Indigenous Studies and Intercultural Education: The Impact of a Place-based Primary-school Program. Intercultural Education, 2010, v.21, #6, pp. 597-606. Lead author.
- An Emerging Indian-language Education Framework for Reservation Public Schools with Mixed Populations. Journal of American Indian Education, 2008, v.47, #2, pp. 22-50.
- Bilingual Education in Rural Schools with Native and non-Native Students: Indigenous-Language Program Elements for an Inclusive Model. Journal of Bilingual Education and Bilingualism, 2007, v.10, #6, pp. 723-751.
- A Process Guide for Realizing Indian Education for All: Lessons Learned from Lewis & Clark Elementary School, 75 pp. 2000 copies printed and distributed by Office of Public Instruction, Helena, Montana, 2007. Lead author.
- Organizational Communication in Refugee Camp Situations. New Issues in Refugee Research. Working Paper No. 71, December 2002. Monograph published by UNHCR, The United Nations Refugee Agency, Evaluation and Policy Analysis Unit. Lead author.
- Community-based Indigenous Education for Global Competence. The International Journal of Diversity in Organisations, Communities and Nations, 2007, v.7, #2.
- Citizenship Education for an Age of Population Mobility and Glocally Interconnected Destinies.Finnish Journal of Ethnicity and Migration, 2006, v.1, #1, pp. 26-33. Co-author.
- Indian Education For All in an Urban Public School. Phi Delta Kappan, 2006 November, p. 211. Lead author.
- Grassroots Suggestions for Linking Native-Language Learning, Native American Studies, and Mainstream Education in Reservation Schools with Mixed Indian and White Student Populations. Language, Culture and Curriculum, 2006, v. 19, #2, pp. 220-236.
- Organizational Communication and Globally Displaced Perimeter Populations: A Neglected Challenge for Intercultural-communication Training. In International and Multicultural Organizational Communication, co-edited by George Cheney and George Barnett. Cresskill, NJ: Hampton Press, 2005, pp. 225-267. Lead author.
- A Reinforcing Curriculum- and Program-reform Proposal for 21st Century Teacher Education: Vital First Steps for Advancing K-12 Multicultural Education. Equity and Excellence in Education, 2004, v. 37, #4, pp. 321-331.
- Linking Distance and International Education: An Educational Strategy for Developing Multicultural Competence Among Distance Learners. Journal of Studies in International Education, 2003, v.7, #2, pp. 157-177.
- Bilingual Education for All: A Benefits Model for Small Towns. Bilingual Research Journal, 2002, v.26, #2, pp. 269-294.
- Nonverbal Communication Behavior in Intercultural Negotiations: Insights and Applications Based on Findings from Ethiopia, Tanzania, Hong Kong, and the China Mainland. World Communication, 2001, v.29, #4, pp. 3-35.
- Preparing for Diversity in the Midst of Adversity: An Intercultural-communication Training Program for Refugee Assistance Crisis Management. In Handbook of Crisis and Emergency Management, edited by Ali Farazmand. NY: Marcel Dekker, 2001, pp. 23-38. Lead author.
- Managing Refugee-assistance Crises in the Twenty-first Century: The Intercultural-communication Factor. In Handbook of Crisis and Emergency Management edited by Ali Farazmand. New York: Marcel Dekker, 2001, pp. 737-765. Co-author.
- Cross-cultural Management: The Pitfalls of Unspoken Signals. World Executive's Digest – English edition, 1998 January, pp. 49-50. Lead author.
- Nonverbal Hints for Successful Intercultural Negotiation. World Executive's Digest --Chinese edition, 1997 November, pp. 58-60. Lead author.
Speak: English, Cantonese, and some Mandarin
Read and Write: English and Chinese
Dr. Ngai has taught courses in communication studies, multicultural education, integrating Indigenous education, and English as a second/foreign langauge in Shanghai, Hong Kong, Addis Ababa, and Missoula since 1995.
Phyllis Ngai grew up in Hong Kong and has lived in Missoula nearly 25 years. Dr. Ngai has conducted research and lectured at universities in various countries on four continents, including Camboida, Myanmar, India, China, Ethiopia, and Norway. Several years ago, as volunteers, she and her family helped build houses for the needy in Guatemala.