Mobina Hosseini earned her B.A. in English Language Translation and her M.A. in Teaching English as a Foreign Language in Iran. She has over seven years of teaching experience across K–12 schools, universities, and language institutes, where she has taught a wide range of courses, including general English and English for Specific Purposes. At the University at Buffalo, she has also taught graduate-level courses such as Pedagogical Grammar, Teaching Practicum, and First and Second Language Acquisition. Her teaching experience informs her research interests, which focus on world language education, teacher learning, and the development of intercultural competence in classroom settings. Having worked closely with world language teachers in the United States, she examines how teachers interpret and enact language policies and integrate cultural learning into their instruction. Methodologically, her work is grounded in qualitative approaches, particularly ethnography and narrative inquiry, which allow her to explore teachers’ perspectives and practices in depth. Her recent projects investigate how intercultural competence can be meaningfully embedded alongside linguistic development and how teachers navigate changes in learning standards through professional development initiatives. Overall, her work seeks to bridge research and practice to support culturally responsive and inclusive language education.