Notes on Contributors

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 Professor and Chair in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida, USA. Her research focuses on issues related to teaching Emergent to Advanced Bilinguals (EABs) at the K-12 level, including the role of language in learning the content areas and teacher education, advocacy and social justice. Currently, Dr. de Oliveira's research examines scaffolding in elementary classrooms and multimodal representation in picture books. She is the author or editor of 21 books and over 180 publications in various outlets. She's President (2018-2019) of TESOL International Association.

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...