Kathryn Accurso is an applied linguist and former English teacher who now works in teacher education. Her work centers around critical language‐focused professional development for U.S. K‐12 teachers and supporting culturally and linguistically diverse students' disciplinary literacy development. She is currently a doctoral candidate at the University of Massachusetts, Amherst, USA in Teacher Education and School Improvement.

Laura Baecher is Associate Professor and K‐12 Program Coordinator of TESOL at Hunter College, City University of New York, USA. Her research interests relate to ESL teacher preparation, including content‐language integration, teacher leadership, use of video for teacher learning, and practicum and supervision in teaching English learners. Dr. Baecher also develops and directs study‐abroad programs for teachers as a means of developing teachers' linguistic and professional expertise.

Trisha Bobowski is the Principal of Kingsborough Elementary School in Gloversville, NY, USA. She received her Master's degree in Curriculum Development and Instructional Theory from the University of Albany (2004) and her Certification of Advanced study in School District Leadership from SUNY Plattsburgh (2017). Currently, she is enrolled in the Curriculum and Instruction PhD program at the University of Albany.

Anita Bright is Associate Professor at Portland State University in Portland, OR, USA. A former National Board Certified Teacher with 20+ years of experience in K‐12 public schools, Dr. Bright is the ESOL program coordinator, works for TESOL International as the CAEP/ TESOL Program Coordinator. Dr. Bright's research draws from critical theory and explores the ways marginalization and oppression influence students, their families, and the climate of educational settings.

María Estela Brisk is Professor of Education at Boston College, USA. Her research and teaching interests include writing instruction, bilingual education, bilingual language and literacy acquisition, and preparation of mainstream teachers to work with bilingual learners. She is the author of numerous articles and six books: Bilingual Education: From Compensatory to Quality Schooling; Literacy and Bilingualism: A Handbook for ALL Teachers; Situational Context of Education: A Window into the World of Bilingual Learners; Language Development and Education: Children with Varying Language Experiences (with P. Menyuk); Language, Culture, and Community in Teacher Education; and Engaging Students in Academic Literacies: Genre‐based Pedagogy for K‐5 Classrooms. Professor Brisk is a native of Argentina.

Tony Cimasko is the ESL Composition coordinator in the Department of English at Miami University in Oxford, Ohio, USA, teaching graduate courses on L2 writing theory and pedagogy as well as undergraduate and graduate second language writing courses. His research interests include multimodal composition, professional and pedagogical genres, and feedback practices. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and Written Communication, and others.

I An Chen has worked for many years in TESOL education and research. She recently completed her PhD in Teacher Education and Curriculum Studies at the University of Massachusetts, Amherst, USA. Her research agenda centers on understanding teachers' professional development and students' disciplinary literacy development in the context of English as a medium of instruction in East Asia.

Maria G. Dove is Associate Professor in the Division of Education at Molloy College, Rockville Center, NY, USA where she teaches TESOL courses to pre‐service and in‐service teachers. Having worked as an ESOL teacher for over 30 years, she has provided instruction to English learners in public school settings (Grades K‐12) and in adult English Language programs. Dr. Dove has published a number of books, book chapters, and articles on the education of English learners.

Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies in the School of Education and a Professor in the Department of Teaching and Learning at Virginia Commonwealth University, Richmond, VA, USA. Her research focuses on issues related to teaching multilingual learners at the elementary and secondary levels. She served in the presidential line of TESOL International Association (2017–2020) and was a member of the Board of Directors (2013–2016). She was the first Latina to ever serve as President (2018–2019) of TESOL.

Gisela Ernst‐Slavit is Professor at Washington State University Vancouver, USA. Her research, guided by ethnographic and sociolinguistic perspectives, focuses on language pedagogy, academic language/literacy, and teacher education in culturally and linguistically diverse settings. She has authored 11 books, her latest (with J. Egbert) Views from Inside Languages, Cultures, and Schooling for K‐12 Educators (2018). Dr. Ernst‐Slavit, a native of Peru, has spoken nationally and internationally on teacher preparation and the education of immigrant children.

Lisa M. Estrada is the Supervisor of English as a New Language (ENL) and World Languages at Hicksville Public Schools, in Hicksville, New York, USA. She is co‐author of ELL Frontiers: Using Technology to Enhance Instruction for English Learners (2017). Her educational experience and training includes over 25 years of ESL and Bilingual Education in K‐12 settings, as well as many years as an ESL/Bilingual Program Coordinator for the Board of Cooperative Educational Services of Nassau County (Nassau BOCES). As co‐founder of Estrada & Parris, LLC, she provides professional development and curriculum design on instructional strategies and technology integration for linguistically diverse students.

Christian Faltis is Chair of the Department of Teaching and Learning and Professor of Language, Society and Education at the Ohio State University, Columbus, USA. His research interests include teacher education for emergent bilingual users and critical arts‐based learning. A Fulbright Scholar, Faltis is also the recipient of an AERA Distinguished Scholar Award in 2001. He was inducted as the AERA Fellow in 2016. He has more than 100 publications related to teaching emergent bilingual users in elementary and secondary schools.

Diane Staehr Fenner is the President of SupportEd, a woman‐owned small business based in the Washington, DC metro region that provides professional development, technical assistance, and research services to support EL success. Diane is the author of four books, including the bestselling Advocating for English Learners: A Guide for Educators (2014), and is a blogger for the Colorín Colorado website. She is a frequent keynote speaker on EL advocacy and education across North America.

David Freeman and Yvonne Freeman are professors emeriti at the University of Texas Rio Grande Valley, USA. Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the United States. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden.

The Freemans have authored books, articles, and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. Their most recent books are Dual Language Essentials for Teachers and Administrators, 2nd edition (2018), ESL Teaching: Principles for Success, 2nd edition (2016), Grammar and Syntax in Context (2016), Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition (2014), and Between Worlds: Access to Second Language Acquisition, 3rd edition (2011).

Ofelia García is Professor in the PhD programs in Urban Education and Latin American, Iberian, and Latino Cultures at the Graduate Center of the City University of New York, USA. She is General Editor of the International Journal of the Sociology of Language and co‐editor of Language Policy (with H. Kelly‐Holmes). In 2017, she received the Charles Ferguson Award in Applied Linguistics and the AERA Lifetime Career Award in Bilingual Education. She is a member of the National Academy of Education.

Meg Gebhard is Professor of Applied Linguistics and the co‐director of the Secondary English Education Program at the University of Massachusetts, Amherst, USA. Her research agenda focuses on the disciplinary literacy development of non‐dominant students, the professional development of their teachers, and analyses of the implications of neoliberal school reforms on the teaching and learning of English in K‐12 public schools in the United States.

Margo Gottlieb is co‐founder and lead developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin‐Madison, USA. She has authored or co‐authored over a dozen books, her latest including Assessing Multilingual Learners: A Month‐by‐Month Guide (2017), Language Power: Key Uses for Accessing Content (with M. Castro, 2017), and Assessing English Language Learners: Bridges to Educational Equity (2016). Dr. Gottlieb has presented across the United States as well as in over 20 countries worldwide.

Karen M. Gregory is Assistant Professor and Director of TESOL programs at Clarkson University, USA. Her teaching experiences include teaching English as a New Language to newcomer refugee and immigrant high school students, co‐teaching ENL science and social studies, and teaching high school Spanish. Her research focuses on language teaching best practices, TESOL professional development, and social‐ecological approaches to whole school improvement.

Holly Hansen‐Thomas is Associate Dean of Research, Professor, and Program Coordinator of ESL/Bilingual Education at Texas Woman's University in Denton, TX, USA. A two‐time Fulbright scholar and grant writer/manager of approximately 7 million dollars for ESL teacher training, Dr. Hansen‐Thomas has been involved in the field of TESOL for three decades. Her research interests include ESL training for mainstream secondary‐level teachers; ELLs' development of academic language in mathematics and science; language awareness; and teacher identity.

Jing Hao is currently a postdoctoral research fellow in the Hong Kong Polytechnic University, Hong Kong. She holds a doctoral degree in linguistics from the University of Sydney. Her research areas include disciplinary literacy, discourse analysis, and knowledge building in both English and Mandarin Chinese. She has a forthcoming book titled Analyzing Scientific Discourse from a Systemic Functional Linguistic Perspective.

Margaret R. Hawkins is Professor in the Department of Curriculum and Instruction and the Second Language Acquisition PhD Program at the University of Wisconsin‐Madison, USA. Her work, centered on engaged scholarship around issues of equity and social justice, focuses on languages, literacies, and learning in classroom, home, and community‐based settings in domestic, global, and transnational contexts. She was named 2017 Global Citizen of the Year by the Dane County chapter of the United Nations Association.

Socorro G. Herrera is a College of Education Professor and Director of the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University, USA. Her K‐12 teaching experience emphasizes literacy development, and her research focuses on literacy opportunities with culturally and linguistically diverse (CLD) students and families, reading strategies, and domestic and international teacher preparation for classroom diversity. She has authored several books and numerous articles on instruction and assessment with CLD students.

Melissa A. Holmes is an Associate Director at the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University, USA. Her post‐secondary teaching experience focuses on the literacy development of English learners in teacher preparation programs, and her research emphasizes use of biography‐driven instruction to support language development in domestic and international K‐12 settings. She has authored a book and numerous articles on teacher preparation for success with culturally and linguistically diverse learners.

Andrea Honigsfeld is Professor and Associate Dean of the doctoral program in the Division of Education at Molloy College, Rockville Center, NY, USA. She teaches courses related to cultural and linguistic diversity, collaborative leadership, and action research. Before entering the field of teacher education, she was an EFL teacher in Hungary (Grades 5–8 and adult), an ESOL teacher in New York City. She has published extensively on the teaching and learning of English learners.

Sally L. Humphrey is Senior Lecturer and Researcher at the Australian Catholic University, Australia. Sally has worked for many years in TESOL contexts in school and higher education contexts and has published numerous resources to support teachers to effectively use SFL metalanguage in scaffolding pedagogies. Sally's most recent publication is Academic Literacies in the Middle Years (2016).

Ashley Taylor Jaffee is Assistant Professor of Social Studies Education at James Madison University, USA. After earning her BA/MAT degree from the University of Virginia, Ashley taught secondary social studies in San Juan, Puerto Rico. Ashley received her PhD in Social Studies Education from Teachers College, Columbia University. Her research focuses on social studies education, culturally and linguistically relevant pedagogy, and immigrant youth. She teaches social studies methods, student teaching seminar, and curriculum theory.

Lía D. Kamhi‐Stein is Professor and Coordinator in the MA in TESOL Program at California State University, Los Angeles, USA. She is editor (or co‐editor) of several books, including English Language Teaching in South America: Policy, Preparation and Practices (with Gabriel Diaz Maggioli and Luciana C. de Oliveira, 2017). Dr. Kamhi‐Stein is the recipient of several teaching awards. She has been in the TESOL field since 1975.

Shabina K. Kavimandan is a project manager in the Center for Intercultural and Multilingual Advocacy (CIMA) at Kansas State University, USA. She works extensively with schools in helping implement strategic curricular practices for English language learner populations. Her K‐12 teaching experience includes a focus on literacy development, particularly vocabulary development emphasizing use of students' background knowledge. She has authored two books and numerous articles focusing on literacy issues with culturally and linguistically diverse learners.

Tatyana Kleyn is Associate Professor and Director of the Programs in Bilingual Education and TESOL at The City College of New York. She was president of the New York State Association for Bilingual Education and a Fulbright Scholar in Oaxaca, Mexico. Tatyana is the director and co‐producer of the Living Undocumented documentary series and “Una Vida, Dos Países: Children and Youth (Back) in Mexico.” She was an elementary school teacher in Honduras and Atlanta, Georgia.

Kristen Lindahl is Assistant Professor in the Department of Bicultural‐Bilingual Studies at the University of Texas at San Antonio, USA. She began her career as a K‐12 ESL public educator and later moved into teacher preparation for English language education at the university level. Her research explores Teacher Language Awareness, and the different ways that generalist, ESL, and bilingual educators connect research to practice as they conceptualize language in the classroom.

Heather A. Linville is Associate Professor and Director of the TESOL and Early Childhood to Adolescent Education programs at the University of Wisconsin, La Crosse, USA. With a PhD in Language, Literacy and Culture from the University of Maryland, Baltimore County, Heather's research explores how teachers act as advocates for English learners (ELs) and how personal, experiential, and contextual factors influence advocacy beliefs and actions. Heather is also a member of the TESOL Standards Professional Council.

Effie McBride is a doctoral student in the Educational Theory and Practice program at the State University of New York at Albany, USA, where she continues to develop her research interests. Here, she also earned her Master's degree in secondary English education (2012). Currently, she serves as a program coordinator and teacher of English within a New York State Smart Scholars Early College high school program.

Trish Morita‐Mullaney is Assistant Professor in English Language Learning (ELL) at Purdue University in West Lafayette, Indiana, USA. Her research focuses on the intersections between language learning, gender, and race and how this informs the identity acts of educators of bilingual students. With Indiana TESOL, she serves as a key facilitator of teacher educators to work with their area K‐12 schools to create long‐term systems of support.

Alandeom W. Oliveira is Associate Professor of Science Education at the State University of New York‐Albany, USA, earned a Master's at Southeast Missouri State University and a PhD in science education at Indiana University Bloomington. He has taught science education in Brazil and the United States and has coordinated multiple PD programs, including Science Modeling for Inquiring Teachers Network, and Technology‐Enhanced Multimodal Instruction in Science and Math for ELLs. His research interests include inquiry‐based teaching, and classroom discourse.

Gretchen P. Oliver is Visiting Assistant Professor at the University at Albany, USA, where she teaches methods courses and oversees fieldwork experiences for TESOL candidates. In addition, she is the ENL Teacher Leadership Coach for the Greater Capital Region Teacher Center. Her research interests include the role of culturally responsive teaching, collaborative instructional environments, and ESOL‐focused leadership on student learning in the content areas, as well as teacher education and professional development.

Judith B. O'Loughlin has taught ESL at K‐12, adult education, and graduate university endorsement programs. As a consultant, she focuses on standards‐based curriculum, differentiated instruction and assessment, collaborative team‐teaching, newcomers with interrupted education, and advocacy and policy impacting ESL/ELD educators and their students. She is the author of chapters in several edited books, as well as The Academic Language Accelerator (2010) and co‐author of Students with Interrupted Formal Education: Where They Are and What They Need (2017).

Anna V. Osipova is Assistant Professor at California State University, Los Angeles, USA. She teaches courses in language/literacy development and effective teaching practices. In her research, Osipova examines effects of innovative ongoing professional development models on special education teachers' quality of academic instruction. She recently co‐authored a volume titled Children's Multilingual Development and Education (2016). Prior to completing her PhD, she worked as a special education teacher for over a decade.

Heather Parris is a Resource Specialist for the NYSED Long Island Regional Bilingual Education Network at Eastern Suffolk BOCES. She is co‐author of ELL Frontiers: Using Technology to Enhance Instruction for English Learners (2017). She has 20 years of experience as a teacher and administrator. As a Program Coordinator of Nassau BOCES Model Schools/Digital Age Teaching and Education and as co‐founder of Estrada & Parris, LLC, she provides professional development and curriculum design on instructional strategies and technology integration for linguistically diverse students. She conducts workshops and presents regularly at regional, national, and international conferences.

Kate Mastruserio Reynolds is Professor of Teaching English to Speakers of Other Languages (TESOL) at Central Washington University, USA. Dr. Reynolds' publications include the book Approaches to Inclusive English Classrooms: A Teacher's Handbook for Content Based Instruction (2015), and chapters to the Handbook of Content‐Based ESL Instruction, 2nd edition and Not for ESOL Teachers, 3rd edition (2018). Over her 20‐year career, she has contributed her expertise in presentations at TESOL International Association, American Association of Applied Linguistics, and TESOL affiliates.

Ali Fuad Selvi is Assistant Professor of TESOL and Applied Linguistics in, and the Chair of the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus, Turkey. His research interests include Global Englishes and its implications for language learning, teaching, teacher education, and language policy and planning; issues related to (in)equity, professionalism, marginalization, and discrimination in TESOL; and second language teacher education.

Rebecca Shea a doctoral student at State University of New York at Albany, USA, and earned a Master's in elementary education at Texas State University. Currently she works as Senior Staff Developer providing planning and professional development for specialists across the state supporting students with disabilities, including ELLs. Previously she has served in roles as a teacher, instructional coach, and administrator. Her research interests include teacher training and development, use of evidence‐based practices and language acquisition.

Dong‐shin Shin is Assistant Professor in the Literacy and Second Language Studies program of University of Cincinnati, USA. She has been pursuing research into digital literacies, multimodal writing, academic literacy in content areas, and L2 teacher professional development. Her work has appeared in Computers and Composition, Journal of International and Intercultural Communication, Language and Education, Language Learning & Technology, CALICO Journal, The Urban Review, Written Communication, and others.

Sharon L. Smith is a doctoral student specializing in literacy and language learning for multilingual students in the Department of Teaching and Learning at the University of Miami, USA. She holds Bachelor's degrees in Elementary Education and Spanish with a specialization in Reading Instruction from Purdue University. After completing a Fulbright ETA Grant in Colombia, she taught elementary school for two years before pursuing her PhD Her research focuses on best practices for literacy and language instruction to support emerging bilingual learners in the elementary school context.

Zhongfeng Tian is a Ph.D. candidate in Curriculum and Instruction, Boston College, USA. His research and teaching interests include bi/multilingualism, bilingual education, translanguaging, and TESOL teacher education. He was a former ESL/EFL teacher in China, Cambodia, and the United States. He has published articles in the TESOL Bilingual‐Multilingual Education Interest Section and Journal of Language and Education. He has also co‐edited a special issue entitled “Positive Synergies: Translanguaging and Critical Theories in Education” with Holly Link for the Translation and Translanguaging in Multilingual Contexts journal.

Annela Teemant is Professor of Second Language Education (PhD, Ohio State University, 1997) at Indiana University‐Purdue University Indianapolis, USA. Her scholarship focuses on developing and researching applications of critical sociocultural theory and practices in the preparation of content‐area teachers of multilingual students, with emphasis on longitudinal instructional coaching. She has been awarded five U.S. Department of Education grants focused on ESL teacher quality and published numerous articles, curricula, and multimedia products targeting teachers of multilingual learners.

Kara Mitchell Viesca is Associate Professor of Teaching, Learning and Teacher Education (PhD, Boston College, 2010) at the University of Nebraska Lincoln, USA. Her research focuses on advancing equity in the policy and practice of educator development, with an emphasis on teachers of multilingual students. She has been awarded two U.S. Department of Education grants supporting content teachers’ work with multilingual students and is engaged in international research of quality content teaching for multilingual students.

Aída Walqui directs the Teacher Professional Development Program at WestEd, with a focus on the development of teacher and students' deep disciplinary practices in second languages. She holds a PhD from Stanford University and her teaching experience spans multiple countries and levels. In 2016, the TESOL International Association named Dr. Walqui as one of 50 applied linguists who have made the most significant contributions to the profession within the past 50 years.

Molly Weinburgh is the Andrews Chair of Mathematics and Science Education and Director of the Andrews Institute of Mathematics and Science Education at Texas Christian University, USA. Her honors include the Chancellor's Distinguished Achievement as a Creative Teachers and Scholar, Piper Professorship, and Fellow of the American Association for the Advancement of Science. Her scholarship focuses on equity issues in science education. Her research centers on academic language acquisition and conceptual understanding in science by ELLs.

Kristen C. Wilcox is Associate Professor at the University at Albany, USA. A former ENL teacher in the United States as well as Puerto Rico and Brazil, she currently teaches courses in research methods, diversity in education, and improvement science for education and human services professionals. She has investigated the teaching of writing to adolescent ELLs and systems approaches to improving ELLs' as well as other diverse students' opportunities for learning.

Wayne E. Wright is Associate Dean for Research, Graduate Programs and Faculty Development, and Professor and the Barbara I. Cook Chair of Literacy and Language at Purdue University, USA. He is author of Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, 3rd edition (2019) and co‐author of Foundations of Bilingual Education and Bilingualism, 6th edition (2017). He is also Co‐Editor of the Journal of Language, Identity, and Education, and Editor of the Journal of Southeast Asian American Education and Advancement.

Paul J. Yoder is Assistant Professor of Teacher Education at Eastern Mennonite University, USA. A former TESOL teacher and middle school social studies teacher, Paul teaches courses for pre‐service and in‐service teachers in both fields. Paul earned his PhD in Social Studies Education from the Curry School of Education at the University of Virginia. His scholarship focuses on the teaching and learning of history and social studies among culturally and linguistically diverse student populations.

Youngjoo Yi is Associate Professor in foreign, second, and multilingual language education at the Ohio State University, USA. Her research interests include linguistically and culturally diverse students' practice and learning of multilingual and multimodal literacy and their identity construction. She is a co‐editor of TESOL Journal, and her work has been published in TESOL Quarterly, Journal of Second Language Writing, Foreign Language Annals, Canadian Modern Language Journal, and others.

Lisa (Fang) Yu is a Fellow at the New York State Division of the Budget. Her research has investigated ELLs' learning experiences in schools and identified instructional practices that promote ELLs' development of language, content knowledge, and higher‐order thinking skills. Her most recent research focuses on Chinese adolescents' learning experiences in U.S. science classrooms and provides implications for pre‐ and in‐service teachers to better meet ELLs' needs and prepare them for success in science studies.