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Cupertino, CA
March 22, 2018

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LI REN • CA • Authorized to

work, no sponsorship needed


My career goal is to obtain a position, where I can meaningfully blend my advanced Chinese/ English bilingual capabilities and over 10 years’ translating, editing and linguistic testing experience. Since 2014, I have worked for Apple as a Chinese linguistic specialist for Natural Language Processing group and now a linguistic tester for Siri modeling group, I have a deep understanding and a lot of experience in linguistic testing, localization, translating and reviewing with user interface and content reviewing. With great communication skills in both Chinese and English, I cooperate well with software engineers and other linguists. I have also had experience coordinating and managing other translators. With basic programing techniques with Java and Python, I have working knowledge of simple programming.


• 2018- now Chinese linguistic tester, Siri Modeling group, Apple Inc., Cupertino, California.

• 2014-2017 Chinese linguistic specialist, CJK Natural Language Processing group, Apple Inc., Cupertino, California.

• 2012-2013 Affiliate Assistant Professor of Chinese, Loyola University Maryland, Baltimore, Maryland.

• 2011-2012 Reviewer, Journal of Early Childhood Literacy & Journal of Research in Childhood Education.

• 2005-2007 Translator and Editor, Institute of Brain and Cognitive Sciences, Beijing Normal University.


• Programming for Everybody (Getting Started with Python) by University of Michigan on Coursera. Certificate earned on March 2, 2016.

• Python Data Structures by University of Michigan on Coursera. Certificate earned on March 2, 2016

• Using Python to Access Web Data by University of Michigan on Coursera. Certificate earned on March 2, 2016


(8) Hu, G, & Ren, L.. (2017). Language Ideologies, Social Capital, and Interaction Strategies: An Ethnographic Case Study of Family Language Policy in Singapore. In J. Macalister & S. H. Mirvahedi (Eds.), Family Language Policies in Multilingual World: Opportunities, Challenges and Consequences, New York & London: Routledge.

(7) Ren, L., & Hu, G. (2015). Mother-child interaction strategies in Singapore. Journal of Asian Pacific Communication.

(6) Ren, L., & Hu, G. (2013). Prolepsis, syncretism, and synergy in early language and literacy practices: A case study of family language policy in Singapore. Language Policy, 12, 63-83.

(5) Ren, L., & Hu, G. (2013). A comparative study of family social capital and literacy practices in Singapore. Journal of Early Childhood Literacy, 13, 98-130.

(4) Ren, L., & Hu, G. (2010, August). The central importance of social capital in children’s biliteracy development. Paper presented at the 5 th

International Conference on Interdisciplinary

Social Sciences, Cambridge, UK.

(3) Ren, L., & Hu, G. (2010, July). A comparative study of mother-child interaction strategies in

Singapore. Paper presented at the 18


international conference on

Pragmatics and Language Learning, Kobe, Japan.

(2) Ren, L., & Hu, G. (2009, October). A review of early literacy practices at home. Paper presented at the Asian Conference on Education 2009, Osaka, Japan.

(1) Larsen-Freeman, D. (2007). Yuyan jiaoxue: Cong yufa dao yufa jineng [Teaching language: From grammar to grammaring] (L. Ren, Trans.). Beijing, China: Beijing Normal University Press. EDUCATION

2012 Ph.D. Chinese/English Bilingual Education,

Nanyang Technological University, Singapore.

2007 M.A. Linguistics and Applied Linguistics,

Beijing Normal University. Beijing, China.

2004 B.A. English Language and Literature,

Beijing Normal University. Beijing, China.

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