Antonieta Heyden Megale is Professor at the Federal University of São Paulo (UNIFESP) and Academic Director of Maple Bear Brasil. She holds a Ph.D. in Applied Linguistics from UNICAMP, with a doctoral internship at Viadrina University (Germany) and a post-doctorate at PUC-SP. Her research focuses on bilingual and multilingual education, interculturality, and engaged multiliteracies. Author of several books and articles, Antonieta also consults for schools and educational networks, bridging theory and practice. Passionate about decolonial perspectives, she has been a leading voice in advancing bilingual education in Brazil and connecting it to global debates in education.
 

Michele Salles El Kadri is an Associate Professor at the State University of Londrina (UEL) and serves as the curriculum manager of Maple Bear Brasil. She holds postdoctoral degrees in Applied Linguistics (UNICAMP) and Education (UFES) and a Ph.D. in Language Studies (UEL) with a doctoral internship at Griffith University, Australia. She teaches in the Graduate Programs in Education (PPEDU) and Language Studies (PPGEL) and coordinates the Professional Master’s in Modern Foreign Languages (MEPLEM/UEL). Her research focuses on teacher education, critical discourse analysis, digital technologies, bilingual education, language policies, and social justice. She has authored books and articles and participates in international research networks.
 

Joaquim Adiala Hara is a Guarani Ñandeva Indigenous educator from Mato Grosso do Sul, Brazil. He holds degrees in Pedagogy and Mathematics Education and is currently pursuing a Master’s in Education at the State University of Londrina (UEL, 2024). With strong commitment to Indigenous education, he integrates academic knowledge and ancestral wisdom, contributing to the development of intercultural and inclusive pedagogical practices that strengthen Indigenous voices and perspectives within Brazilian education.
 

AnaMaria Welp holds a Ph.D. and M.A. in Language Studies from the Pontifical Catholic University of Rio Grande do Sul (PUCRS) and is an Associate Professor at the Federal University of Rio Grande do Sul (UFRGS), where she teaches in the English Language program. She is a faculty member of the Graduate Program in Language Studies (Applied Linguistics) and completed postdoctoral research at the University of Málaga (Fundación Carolina) and at the City University of New York (Fulbright). Her research focuses on teacher education, literacies, language education materials, language policy, internationalization, bilingual education, and translanguaging pedagogy. She coordinates the extension project Translinguar, supervises the Pedagogical Residency Program in English-Portuguese at UFRGS, and serves as Editor-in-Chief of Revista Bem Legal and as an editorial board member of TESOL Journal.
 

Carla Sparano holds a Ph.D. and M.A. in Applied Linguistics and Language Studies from PUC-SP, a specialization in Brazilian Sign Language (Libras) and Special Education (2011), and a degree in Pedagogy from Universidade Guarulhos (2004). She is also certified in Translation and Interpretation of Libras/Portuguese (Prolibras, 2008). A visiting professor in graduate programs on Libras, Deaf Education, and Translation/Interpretation, she teaches Libras at undergraduate level and researches in the Digit-M-Ed Extension Project and the LACE Research Group at PUC-SP. With broad experience as a translator and interpreter in academic, corporate, cultural, and community contexts, she also provides teacher training, workshops, consultancy on accessibility, and corporate advisory services related to inclusion and compliance with the Brazilian Quota Law.
 

Tiago Codogna Bezerra holds a Master’s degree in Education from PUC-SP, a postgraduate degree in Higher Education Teaching from Universidade Guarulhos, a B.A. in Libras (Brazilian Sign Language) from the Federal University of Santa Catarina (2010), and a B.A. in Pedagogy from PUC-SP (2006). He is currently a faculty member at Instituto Singularidades and serves as Linguistics Manager at Hand Talk. His expertise lies in Libras linguistics and grammar, as well as translation and interpretation from written Portuguese to Libras and from Libras to International Signs. He is also an active lecturer on Deaf communities and Deaf education.
 

Mark Preston S. Lopez is a Professor in the School of Teacher Education at the Mountain Province State University, Bontoc, Mountain Province, the Philippines. His research interests combine critical perspectives with bi- and multilingual education and multiculturalism among pre-service teachers aiming to become language teachers; culturally and linguistically responsive teaching, and curriculum and instruction for teacher preparation. Dr. Lopez continuously aspires to advance equity and social justice in both teacher preparation and training to address educational problems in the Philippines. His works earned him the 2024 National Association for Multicultural Education (NAME) Equity and Social Justice Advocacy Award conferred by NAME in Anaheim, California. He is also a multi-awarded researcher and has published numerous research studies in reputable, indexed journals like International Journal of Multilingualism, Journal for Critical Education Policy Studies, TESOL Quarterly, Language Teaching Research, among others. He also serves as reviewer of various local and international research journals.
 

Patricia Martínez-Álvarez is an associate professor in the program in Bilingual/Bicultural Education in the department of Arts and Humanities at Teachers College, Columbia University. Her research interests lie at the intersection of bilingualism/biculturalism and disability, which she examines employing cultural historical activity theory (CHAT) and disability studies in education (DSE) perspectives. Dr. Martínez-Álvarez aims at advancing bilingual education toward more inclusive, imaginative, and hybrid possibilities for minoritized learners. Her work has earned notable recognition, including the 2025 AERA Division K Innovations in Research on Equity and Social Justice in Teaching Teacher Education Award and the 2024 AERA Division K Mid-Career Award in Teaching and Teacher Education (2024). Dr. Martínez-Álvarez is co- editor in chief of Exceptional Children and associate editor of Teachers College Record. Her publications include her 2022 book Teacher Education for Inclusive Bilingual Contexts and her 2023 book Teaching Emergent Bilingual Students with Dis/Abilities.
 

Willow F. Pangket-Rosario is a researcher and educator dedicated to advancing the field of Language Education. Currently serving as an Associate Professor at Mountain Province State University, she has made substantial contributions to language teaching, culture, literature, and social sciences with published research articles in international peer-reviewed and Scopus- indexed journals. In addition to her teaching and administrative responsibilities, Dr. Pangket-Rosario co-developed the syllabus for Cordillera Heritage 101 alongside educators from different universities of the Cordillera Administrative Region, a course now offered in state universities and private higher education institutions across the Cordillera Administrative Region. Driven by her passion for teaching and research, Dr. Pangket-Rosario actively seeks opportunities to collaborate with fellow faculty members who share her commitment to advancing language education. She believes that these partnerships will enhance students’ learning experiences and contribute to the broader academic community.
 

Benjamin M. James is an Assistant Professor in Language and Literacy at the School of Education at the University of Delaware. His research focuses on preparing K-12 teachers to work with multilingual learners across the curriculum and on issues of equity and access for multilingual learners in English-medium and bilingual contexts across the globe. He has also worked with bilingual international schools across European and Asian contexts. Dr. James has presented his research at international conferences on Education and Linguistics and has received multiple awards for his work, including the California State University Chancellor’s Doctoral Incentive Program Dissertation Fellowship, the Educating Teacher Educators Doctoral Fellowship from the California Teacher Education Research and Improvement Network, and the Quality in Nordic Teaching Fellowship from the University of Oslo.
 

Pablo Ramón Ramos is a teacher trainer and researcher at CEFIRE, where he coordinates several European projects (eTwinning and Erasmus KA120 and KA121). He holds an M.A. in School Management (CEU Cardenal Herrera University, Spain), an M.A. in Content and Language Integrated Learning (CLIL) (University of Jaén, Spain), an M.A. in English Studies (University of Jaén, Spain), and a B.A. in English Teaching (University of Alicante, Spain). He has served as a teacher in elementary schools and adult schools in Spain, as well as an in-service teacher trainer at the official educational in-service teacher training institution (CEFIRE) in Spain. Moreover, he is closely collaborating with the University of Jaén to conduct an investigation on attention to diversity in CLIL settings, which is his main line of research and PhD. As a result, he has presented his studies at international congresses such as WorldCLIL in The Hague (Netherlands), AILA in Kuala Lumpur (Malaysia), and AERA in Denver (US). Apart from receiving awards at the university level (Outstanding Graduate Award by the University of Alicante and the University of Jaén), he was awarded an honorable mention by the International Society for the Linguistics of English (ISLE) for best research on English studies by an early-career researcher. He is currently involved in the International and Comparative Bi-/Multilingual Education Research Group (ICBERG), where he serves as a member of the co-leadership team. As part of his involvement in this group, he also holds the role of Managing Editor of Forum on International Research in Multilingual Education (FIRME) — the forthcoming peer-reviewed journal derived from ICBERG to promote and disseminate international research on multilingual education, further deepening his engagement in global dialogues on multilingual education.
 

Anwei Feng is Chair Professor of Language Education at the University of Nottingham Ningbo China (UNNC). He has had teaching and research experience in many countries and regions including mainland China, Qatar, Hong Kong, Singapore and the UK. His research interests include multilingualism, multilingual education, and intercultural studies in education. He has supervised more than 30 doctorate students to completion and published many peer-reviewed journal articles and several books in these research areas including “Trilingualism in education in China: models and challenges” (2015) and “Multilingual China: National, minority, and foreign languages” (2022), both with Bob Adamson. Professor Feng has been on the Elsevier list of the ‘highly-cited scholars in China’ four years in a row since 2021. 
冯安伟教授是宁波诺丁汉大学语言教育系首席教授。他拥有在中国大陆、卡塔尔、香港、新加坡和英国等多个国家和地区教学和研究经验。他的研究领域包括多语现象、多语教育以及教育中的跨文化研究。他已指导30多名博士生完成学业，并在这些研究领域发表了许多同行评议期刊论文和多部著作，包括与鲍勃·亚当森合编著的《中国教育中的三语现象：模式与挑战》（2015年）和《多语中国：国家语言、少数民族语言和外国语言》（2022年）。冯教授自2021年起连续四年荣登爱思唯尔“中国高被引学者”榜单。
 

Dr. Rabia Hos is a committed advocate for multilingual learners whose personal and professional journey is deeply shaped by her experience as a first-generation immigrant from Türkiye. Now serving as Dean of the School of Graduate and Professional Studies at Southern Connecticut State University, she leads with a vision to create inclusive, accessible, and globally relevant graduate programs that reflect the diverse realities of today’s learners. With over 25 years of experience as a public school educator and academic leader, Dr. Hos blends research, practice, and policy to support immigrant, refugee, and linguistically diverse students. Her publications and professional contributions focus on multilingual education, culturally responsive teaching, and equity in educational access. Driven by a deep connection to her cultural and linguistic roots, she remains actively engaged in advocacy efforts that promote bilingualism and educational justice, both in the United States and in Türkiye. As Vice President of the Multistate Association for Bilingual Education (MABE), Dr. Hos continues to elevate the voices of marginalized learners and push for policies that honor language, identity, and inclusion.
 

Dr. Samantha Curle is a Reader in Education (Applied Linguistics) and Director of MRes Programmes at the University of Bath, Adjunct Professor at Khazar University, Institutional Academic Lead for the South-West Doctoral Training Partnership (SWDTP), and an Associate Member of the English Medium Instruction (EMI) Oxford Research Group. Dr. Curle specialises in EMI, with a research focus on success factors such as content learning outcomes, English proficiency, and psychological influencing constructs in higher education contexts.

Dr. Bridget Goodman is Associate Professor of Multilingual Education at Nazarbayev University Graduate School of Education. She holds an MSEd in Teaching English to Speakers of Other Languages (TESOL) and a Ph.D. in Educational Linguistics from the University of Pennsylvania. Her teaching, research, and supervision interests include: trilingual education policy and practice; English Medium Education (EME); and academic skills development in multilingual contexts.

Dr. Brian Seilstad received his Ph.D. from the Ohio State University’s Department of Education/Teaching and Learning, with a focus on Multicultural and Equity Studies. Currently he works at Al Akhawayn University as the Director of the Office of International Programs. Before the PhD, he received his MA in Classical Languages from Bryn Mawr College, taught high school Greek and Latin, served in the Peace Corps in Morocco, worked as a service-learning advocate and a language instructor at Al Akhawayn University in Morocco. He focuses on linguistic diversity and equity, specifically with respect to refugees/migrants .

Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor in the Department of Chicana/o & Central American Studies and Department of Education at the University of California, Los Angeles. She received her PhD in Curriculum and Instruction from the University of Wisconsin-Madison. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education.

Dr. Darío Luis Banegas is Senior Lecturer in Language Education with the Moray House School of Education and Sport, University of Edinburgh, where he also serves as Director of Postgraduate Research. His main areas of expertise and interest include: CLIL, curriculum development, initial English language teacher education, and action research. I lead the research group called Towards Intersectionality in Language Teacher Education (TILTED).

Dr. Anna Becker is an Assistant Professor and Marie Skłodowska-Curie Fellow in the Department of Linguistics at the Polish Academy of Sciences in Warsaw, Poland. She holds a Ph.D. in Education and a Diploma of Advanced Studies in Higher Education and Educational Technology from the University of Fribourg, Switzerland. A certified secondary school teacher, she has taught German, English, Portuguese, and French to diverse student groups across various countries. Her work intersects applied linguistics, multilingualism, international and comparative education, identity, and migration. She serves as the Managing Editor of European Education, Co-Chair of the Language Issues Special Interest Group of the Comparative and International Education Society, and is an Advisory Board Member of the Comparative Education Review. Additionally, she is a Scholar-Researcher in the International Comparative Bi/Multilingual Education Research Group (ICBERG) and a consultant for the European Cooperation in Science & Technology (COST Actions), focusing on international student mobility (CA20115).

Dr. Jeff MacSwan is Professor of Applied Linguistics and Language Education at the University of Maryland. He is also Professor of Neuroscience and Cognitive Science, and affiliate Professor in the Department of Linguistics, the Center for the Advanced Study of Language, and the Maryland Language Science Center. MacSwan’s research program focuses on the linguistic study of bilingualism and codeswitching (or language alternation), and its implications for theories about the role of language in educational settings for multilingual students.